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Title: Augsburg University Graduate Catalog, 2018-2019
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Search Result: Introduction Graduate Catalog 2018-2019 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Seme...
Show more Introduction Graduate Catalog 2018-2019 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2018 - Summer Semester 2019. It is subject to change without notice. The catalog is intended to complement other University publications including the Student Guide and University website. It is important for students to be familiar with all University policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2018 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg University’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg University we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow, Ph.D. President 2 Welcome from the Provost and Chief Academic Officer Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and equip themselves for the next stage in their vocational journeys. When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement, experiential learning deepened by reflection, commitment to equity and intentional diversity, and dedication to lifelong learning. We are an institution committed to place, and our locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science, Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are prepared not only for their first job but for mid- and late-career success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities in the future. We’re delighted that you’ll be joining us. Sincerely, Karen Kaivola Provost and Chief Academic Officer 3 About Augsburg At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the University motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of Augsburg University can be found at www.augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:    Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the University’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees:          Master of Arts in Education* Master of Arts in Leadership Master of Arts in Nursing* Master of Business Administration* Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner) 4 Augsburg offers the following dual degrees:    Bachelor of Arts in Accounting/Master of Arts in Leadership Master of Arts in Leadership/Master of Business Administration Master of Social Work/Master of Business Administration *Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN) A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all University facilities, whether a student in Minneapolis or Rochester, and to participate in University activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the University. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota-Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. Rochester Learning Site Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*. The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904. Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses. Physician Assistant Program Site The Augsburg University PA Program teaches on the Luther Seminary campus, located at 2481 Como Avenue, St. Paul MN 55108. Abroad Locations Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The University Center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student and Scholar Services, Latin@ Student Services, American Indian Student Services, Pan-Afrikan Student Services, PanAsian Student Services, Campus Activities and Orientation, LGBTQIA Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry, the Christensen Center for Vocation (CCV), the departments of Theater and Communication Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2018) Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Academic Skills Office, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. 7 Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms, laboratories, and a medium-sized auditorium; the departments of Nursing, Physics, Mathematics & Statistics, Biology, and Chemistry; the Undergraduate Research and Graduate Opportunity (URGO) Office, McNair Scholars, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, the Nobel Peace Prize Forum (aka “Norway Hub”), the Academic Affairs Office, Student Affairs Offices, and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, Religion, Psychology, Economics, Business, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg University is accredited by:      The Higher Learning Commission (HLC) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees) Council on Social Work Education (CSWE) (Bachelor, and Master level degrees) American Music Therapy Association (AMTA) (Bachelor, and Master level degrees) Augsburg’s programs are approved or monitored by:      American Chemical Society (ACS) Minnesota Board of Teaching Minnesota Board of Nursing Minnesota Office of Higher Education (MOHE) National Association of Schools of Music (NASM) Augsburg University is an institutional member of:                     American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 9 Policies Non-Discrimination Policy Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, creed, color, religion, gender, age, national or ethnic origin, disability, military service, protected veteran status, genetic information, sexual orientation, gender identity or expression, transgender status, marital status, familial status, genetic information, status with regard to public assistance, citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, participation in athletic and/or school administered programs, and any other characteristic protected by federal state or local law, except in those instances where there is a bona fide occupational qualification. (Approved by Board of Regents in April 2017). Title IX Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development, implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX complaint process as well as identifying and addressing any patterns or systemic problems that arise. For further information, please contact the University’s Title IX Officer: Ann Garvey| Vice President of Student Affairs| Student Affairs Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu Additionally, the University has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Lisa Stock| Director and Chief Human Resources Officer Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Associate Athletic Director Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records 10 You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The University will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following:               The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office 11 You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative. Student Rights The University has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. 12 Admission All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Readmission Graduate students who have not registered for courses at Augsburg University for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the University must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Non-degree Students Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from World Education Services (WES) or a member of the National Association of Credential Evaluators (NACES) to confirm it is equivalent to a United States bachelor’s degree or greater. Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg University degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. International Students Augsburg University graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). 13 A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways:   If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg University accepts as evidence for English proficiency.           TOEFL (Test of English as a Foreign Language) www.toefl.org Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg University TOEFL code is 6014.) IELTS (International English Language Testing System) www.ielts.org Score report of 6.5. MELAB (Michigan English Language Assessment Battery) www.cambridgemichigan.org/melab Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following:       Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). 14 Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Graduate students will need to be enrolled in 3 credits to be considered half-time and 6 credits to be considered fulltime. Tuition and Fees          Doctor of Nursing Practice (DNP) Master of Arts in Nursing (MAN) Master of Arts in Education (MAE) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $930 per 1.0 credit $724 per 1.0 credit $485 per 1.0 credit $759 per 1.0 credit $679 per 1.0 credit $679 per 1.0 credit $849 per 1.0 credit $859 per 1.0 credit $799 per 1.0 credit Tuition Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. 16 Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The University cooperates with federal, state, church, and private agencies in providing various aid programs. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/paymentplans-and-discounts. Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time.   Federal Unsubsidized Direct Student Loan Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). 17   Federal Graduate Loan Program (PLUS) Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at www.augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress    Minimum GPA Requirements - Graduate Students must maintain a minimum 2.50 cumulative GPA based on the entire academic record. Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits. Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program (varies per program). Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). 18 Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on Financial Aid Suspension and are no longer eligible for financial aid. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a 19 cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Financial Policy Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg University will not release student academic transcripts or graduation diplomas/certificates until all student account charges are paid in full or, in the case of student loan funds administered by the University (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. 20 Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the University, the withdrawal date will be the last date of academic activity determined by the University. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. Unsubsidized Direct Loan 2. Direct Graduate PLUS Loans 3. TEACH Grant Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The University will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial 21 Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Due to Drug Offense A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. 22 A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria:     The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 23 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Services Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has four computer classrooms, 40+ technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student 24 machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist, and discussions may include:      Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of an institution’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage family and Groves Foundation. For further information, call 612-330-1053. International Student and Scholar Services (ISSS) ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO) for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status, as well as providing support for international students in adjusting to life in the U.S. and in achieving their academic goals. 25 Academic Policies and Procedures Academic Calendars All graduate programs meet on a semester calendar. The Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The University and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As a University requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide). Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed from traditional (A - F) to Pass/No Credit. Explanation of grades: Grade A AB+ B BC+ C CD+ D DF P N Grade Points Description 4.00 Excellent 3.67 3.33 3.00 Undergraduate: Good Graduate: Satisfactory 2.67 2.33 2.00 Undergraduate only: Satisfactory 1.67 1.33 1.00 Poor 0.67 0.00 Failure 0.00 Pass* 0.00 No Pass *The letter equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate courses. Pass/No Pass Grades In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass grading system. 26 Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve at least a grade of B. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (i.e. illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact the Registrar’s Office for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. 27 Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol P S N V W I X IP R GRT L NG Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work Satisfactory No pass, no credit Audit, no credit Withdrawn Incomplete Extension, incomplete In progress Repeat Credit granted Required lab component (a credit-bearing grade was earned in the corresponding lecture course) Not graded, no credit Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the University and program. Students who are readmitted may need to complete additional coursework 28 and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the University, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the University and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following:    Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg University. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the University. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the University’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was 29 received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study Registration form is required. Term Off Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is:        Master of Arts in Education (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) Master of Science, Physician Assistant Studies (Contact program coordinator) 30   Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). 31 Master of Arts in Teaching (MAT) The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who already possess a teaching license who are interested in a second license should look at the MAE program. Our program is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and graduate courses. We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special Education, English as a Second Language. MAT with a concentration in Elementary Education 33 Graduate Credit Hours / 75 Total Credit Hours 100 Out of Class Field Hours Required This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. Program Requirements  EDC 501 – Graduate Proseminar (1 CH)  EDC 522 – Orientation to Education in an Urban Setting* (3 CH)  EDC 566 – Diversity/Minnesota American Indians (3 CH)  EDC 533 – Learning and Development in an Educational Setting (3 CH)  EDC 544 – Learners with Special Needs* (3 CH)  EDC 580 – School and Society (3 CH)  EED 524 – Foundations of Literacy (3 CH)  EED 525 – K-6 Methods: Literacy* (3 CH)  EED 550 – K-6 Methods: Math (3 CH)  EED 560 – K-6 Methods: Science (3 CH)  EDC 590 - Inquiry and Research in Education  EDC 596 – Early Career Teacher Seminar (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level:             HPE 115 – Chemical Dependency Education EDC 220 – Educational Technology EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 525) EED 311 – K-6 Methods: Health EED 312 – K-6 Methods: Physical Education EED 336 – Advanced Literacy Methods* EED 341 – K-6 Methods: Art EED 370 – K-6 Methods: Social Studies/Thematics EED 380 – Kindergarten Methods* EED 386 – K-6 Methods: Children’s Literature One of EDC 481 or EDC 482 o EDC 481 – Student Teaching: Initial License (12-14 weeks) o EDC 482 – Student Teaching: Endorsement EED 489 – Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Please see the Field Experience section for more information. 32 MAT with a concentration in Secondary Education 30 Graduate Credit Hours / 68 – 107 Total Credit Hours** 100 Out of Class Field Experience Hours Required K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5-12 prepare teachers to teach at the middle and high school levels. K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts 5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies 9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts, Visual Arts, Health, Music, and Physical Education. A 5-8 general science license is also available. **Total Credit Hours vary depending on content area and the addition of a middle school endorsement. Program Requirements Please note that additional courses in content area may also be required.           EDC 501 – Graduate Proseminar (1 CH) EDC 522 – Orientation to Education in an Urban Setting* (3 CH) EDC 566 – Diversity/Minnesota American Indians (3 CH) EDC 533 – Learning and Development in an Educational Setting (3 CH) EDC 544 – Learners with Special Needs* (3 CH) EDC 580 – School and Society (3 CH) ESE 525 – Creating Learning Environments (3 CH) ESE 500 – Reading and Writing in Content Area* (3 CH) EDC 590 - Inquiry and Research in Education EDC 596 – Early Career Teacher Seminar (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level:      HPE 115 – Chemical Dependency Education EDC 220 – Educational Technology ESE 3XX – K-12 or 5-12 Methods (in the content area)* One of EDC 481, EDC 482, or EDC 483 o EDC 481 – Student Teaching: Initial License (12-14 weeks) o EDC 482 – Student Teaching: Endorsement o EDC 483 – Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 – Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better. Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific undergraduate coursework will be required in order for the license to be attained. 33 MAT with a concentration in Special Education 48 Graduate Credit Hours / 70 Total Credit Hours 190 Field Experience Hours The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12 teaching license. This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Program Requirements                  EDC 501 – Graduate Proseminar (1 CH) EDC 522 – Orientation to Education in an Urban Setting* (3 CH) EDC 566 – Diversity/Minnesota American Indians (3 CH) EDC 533 – Learning and Development in an Educational Setting (3 CH) EDC 544 – Learners with Special Needs* (3 CH) EED 524 – Foundations of Literacy (3 CH) EED 525 – K-6 Methods: Literacy* (3 CH) EED 550 – K–6 Methods: Math* (3 CH) EED 560 – K–6 Methods: Science* (3 CH) SPE 510 – Implementing Assessment Strategies* (3 CH) SPE 511 – Etiology and Theory of Mild to Moderate Disabilities (3 CH) SPE 515 – Theory to Practice* (3 CH) SPE 525 – Transition and Community* (3 CH) SPE 530 – Instructional and Behavioral Practices* (3 CH) SPE 540 – Parent and Professional Planning (3 CH) EDC 590 - Inquiry and Research in Education EDC 596 – Early Career Teacher Seminar (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level:         HPE 115 – Chemical Dependency Education MAT 137 – Mathematics for Elementary Teachers I EDC 220 – Education Technology EDC 330 and 332 – Building the Public Good: Public Achievement and Organizing EDC 331 and 333 – Practicum in Public Achievement EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EDC 481 – Student Teaching: Initial License (12-14 weeks) SPE 489 – Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. MAT with a concentration in English as a Second Language (ESL) 36 Graduate Credit Hours / 66 Total Credit Hours 110 Field Experience Hours The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. 34 Program Requirements              EDC 501 – Graduate Proseminar (1 CH) EDC 522 – Orientation to Education in an Urban Setting* (3 CH) EDC 566 – Diversity/MN American Indians (3 CH) EDC 533 – Learning and Development in an Educational Setting (3 CH) EDC 544 – Learners with Special Needs* (3 CH) EED 525 – K-6 Methods: Literacy* (3 CH) ESE 525 – Creating Learning Environments* (3 CH) ESL 510 – History and Structure of the English Language (3 CH) ESL 520 – ESL Literacy* (3 CH) ESL 530 – Language, Culture, and Schools (3 CH) ESL 540 – ESL Methods* (3 CH) EDC 590 - Inquiry and Research in Education EDC 596 – Seminar for New Teachers (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level:         HPE 115 – Chemical Dependency Education EDC 220 – Educational Technology EED 326 – Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 – Second Language Acquisition ESL 320 – Introduction to Linguistics ESL 410 – ESL Testing and Evaluation EDC 483 – Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 – Teacher Performance Assessment and Student Teaching Seminar *This course has a field experience requirement. Field Experience An important part of preparing to be a teacher resides in meaningful experinces in the field. For courses with a field experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Graduate Elective Courses Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students may wish enroll in additional graduate coursework based on interest. MAT students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission to MAT Admission Requirements Students admitted into the MAT licensure and degree programs must have: 35   Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 2.5 or higher. If a student fails to maintain a 3.0 Augsburg cumulative GPA, they may be dismissed from the graduate program. Students dismissed from the MAT program may still complete their license in the Adult Undergraduate program. Application Checklist The following items must be sent to the Augsburg Office of Admissions:     Completed application form – augsburg.edu/mae $35 non-refundable application fee Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. When graduate coursework is met with a course exception, additional graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH. Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. Acceptance into the MAT Program Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of courses. MAT in Rochester The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. 36 Academic Policies Cumulative GPA Requirement To complete the MAT program, students must maintain a 3.0 or better Augsburg cumulative GPA. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license) Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by:  Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the 37 evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Master of Arts in Education (MAE) For those interested in developing their professional capacity, taking graduate coursework in educational studies, or obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively and to nurture healthy change within schools, school systems and society. Program Requirements 30-31 Graduate Credit Hours Requirements vary depending on student interest and whether a second teaching license is being added. See the MAE Program Director for details. All students enroll in the Graduate Proseminar (EDC 501) during their first term. Only graduate level coursework (500 level) applies to the graduate degree. MAE with a concentration in Educational Studies For students not seeking a teaching license, courses are selected in consultation with the MAE Director based on student interest. Some coursework may be elective coursework offered by other graduate programs at Augsburg. EDC 501 – Graduate Proseminar (1 CH) 29-30 Additional Graduate Credits. Up to nine (9 CHs) can be taken as electives from other graduate programs at Augsburg. MAE with a concentration in English as a Second Language (Second License) For students seeking a second license in English as a Second Language, required licensure courses are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the undergraduate level may be required to satisfy state licensure requirements. Additional coursework is selected in consultation with the MAE Director. 110 Field Experience Hours            EDC 501 – Graduate Proseminar (1 CH) EDC 522 – Orientation to Education in an Urban Setting* (3 CH) EDC 566 – Diversity/MN American Indians (3 CH) EDC 533 – Learning and Development in an Educational Setting (3 CH) EDC 544 – Learners with Special Needs* (3 CH) EED 525 – K-6 Methods: Literacy* (3 CH) ESE 525 – Creating Learning Environments* (3 CH) ESL 510 – History and Structure of the English Language (3 CH) ESL 520 – ESL Literacy* (3 CH) ESL 530 – Language, Culture, and Schools (3 CH) ESL 540 – ESL Methods* (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level:    HPE 115 – Chemical Dependency Education EDC 220 – Educational Technology EED 326 – Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) 38    ESL 310 – Second Language Acquisition ESL 320 – Introduction to Linguistics ESL 410 – ESL Testing and Evaluation *This course has a field experience requirement. MAE with a concentration in Special Education (Second license) For students seeking a second license in Special Education (ABS license), required licensure courses are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the undergraduate level may be required to satisfy state licensure requirements. Additional coursework is selected in consultation with the MAE Director. 190 Field Experience Hours                EDC 501 – Graduate Proseminar (1 CH) EDC 522 – Orientation to Education in an Urban Setting* (3 CH) EDC 566 – Diversity/Minnesota American Indians (3 CH) EDC 533 – Learning and Development in an Educational Setting (3 CH) EDC 544 – Learners with Special Needs* (3 CH) EED 524 – Foundations of Literacy (3 CH) EED 525 – K-6 Methods: Literacy* (3 CH) EED 550 – K–6 Methods: Math* (3 CH) EED 560 – K–6 Methods: Science* (3 CH) SPE 510 – Implementing Assessment Strategies* (3 CH) SPE 511 – Etiology and Theory of Mild to Moderate Disabilities (3 CH) SPE 515 – Theory to Practice* (3 CH) SPE 525 – Transition and Community* (3 CH) SPE 530 – Instructional and Behavioral Practices* (3 CH) SPE 540 – Parent and Professional Planning (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level:       HPE 115 – Chemical Dependency Education MAT 137 – Mathematics for Elementary Teachers I EDC 220 – Education Technology EDC 330 and 332 – Building the Public Good: Public Achievement and Organizing EDC 331 and 333 – Practicum in Public Achievement EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) *Field experience required as part of this course. Field Experience Some education coursework requires field experience. Courses with field experience contain a minimum requirement of 20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you may be able to complete your field experience in your own classroom. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Students who are not seeking a second license may be able to petition to waive or modify the field experience requirement in a course to better suit the needs and interest of the student. 39 Elective Coursework Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission to MAE Admission Requirements Students admitted into the MAE programs must have:   A Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg cumulative GPA over their first two terms, they may be dismissed from the graduate program. Application Checklist The following items must be sent to the Augsburg Office of Admissions:     Completed application form – augsburg.edu/mae $35 non-refundable application fee Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. Should a graduate level course be met through course exception, those graduate credit hours may need to be made up through the use of a graduate elective. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. Acceptance into the MAE Program Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. 40 MAE in Rochester The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Cumulative GPA Requirement To complete the MAT program, students must maintain a 3.0 or better Augsburg cumulative GPA. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license) Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by:  Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. 41 Schedule of Classes The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Our Faculty Jennifer Diaz, Assistant Professor of Education. B.S., M.S., Ph.D. University of Wisconsin-Madison Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota Margaret J. Finders, Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of Iowa. Suzanne Gikas, Assistant Professor of Education. BA, Essex University; Postgraduate Degree, Centerbury, Christ Church, UK; MA, PhD, Kent State University Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota Audrey Lensmire, Associate Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota Jason Michael Lukasik, Assistant Professor of Education and MAE Director. BA, MEd, PhD. University of Illinois at Chicago Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of Minnesota Caroline Maguire, Assistant Professor of Education. PhD, University of Minnesota Joaquin Munoz, Assistant Professor of Education. BS, MA, PhD: University of Arizona Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, University of Minnesota; PhD, University of Minnesota Kaycee Rogers, Director of Education Programs-Rochester. BA Luther College; MEPD University of Wisconsin La Crosse Christopher Smith, Associate Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota Barbara West, Director of Student Licensure. BS, St. Cloud State University; MS, Syracuse University 42 Master of Arts in Leadership MAL Mission The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Organizations seek leaders who possess:      An ethically and morally responsible vision An understanding of how change occurs and how it can be managed A sensitivity to the complex problems of organizations and an ability to find solutions consistent with their mission Cultural competence and sensitivity to the needs of a diverse population The ability to inspire and motivate people to work toward a common goal The Augsburg leadership development model provides a framework through which the program challenges students and develops their skills. Program Overview The study of leadership is central to Augsburg University. The University mission statement says, “Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Leadership Development Model The MAL program promotes leadership as a process that:    Inspires cooperation among people who must compete for limited resources Promotes productivity within and beyond the organization Works toward progress for the individual and the organization To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Learning Goals and Outcomes The MAL program is designed to support students in developing the knowledge and skills to:       Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings Develop a personal understanding and philosophy of leadership Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards Enhance knowledge of self and the capacity to be reflective learners Analyze and navigate increasingly complex changing environments Formulate and articulate a shared vision in order to inspire others to achieve desired goals 43 MAL Courses Each course encourages pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers multiple formats to allow students to choose the option that works best for them. Main formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Additionally, some courses are offered in a shortened, intensive format including a study abroad experience, while others are offered 100% online. Two Convenient Formats: Classic Classroom and Integrated Hybrid Overview of Classic Classroom Format For over 30 years, our classic classroom format has featured a flexible choice model that allows students to select courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Some online work is incorporated into this format. Schedule During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours. Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on a weekday evening or are offered completely online. Students can take a combination of these offerings. A sample class schedule in the classic classroom format: Period I Saturday 8:00 am to 12:00 pm Period II Saturday 1:00 pm to 5:00 pm Period III Weeknights 6:00 pm to 9:45 pm Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats. Most summer semester courses meet on weeknights from 6:00 pm to 9:45 pm rather than on Saturdays. Curriculum Three core courses: ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research 44 ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) Eight electives, selected from more than 20 offerings* *Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are still required to take ML 585 to complete the program. Elective courses for the Classic Classroom format The MAL program requires that eight elective courses be selected from the following course list. All courses are 3 semester credits: ML 510 - Visions of Leadership ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 527 - Spirituality and Leadership in the Workplace ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change ML 538 - Communication Skills for Leadership ML 539 - Communicating a Self in the Modern Organization ML 540 - Political Leadership: Theory and Practice ML 545 - Decision Making and Leadership ML 548 - Coaching and Consulting ML 550 - Communication, Decision Making, and Technology ML 553 - Design and Leadership ML 557 - Language of Leadership ML 560 - Cultural Competence and Effective Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 575 - Constructive Conflict Resolution ML 576 - Leading Innovation ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience ML 598 - Independent Study ML 599 - Topics Overview of Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April (fall and spring semesters) and mid-May through mid-August (summer semester). Coursework will be online and supported by three on-campus class sessions per term. 45 Curriculum *ML 505 - Foundations of Leadership ML 512 - Responsible Leadership for the 21st Century (Intensive) *ML 514 - Evaluating Empirical Research ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 535 - Organization Theory and Leadership ML 553 - Design and Leadership ML 563 - Leadership in a Global Society ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective) *ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) * Core courses offered in the integrated hybrid format (required for all students) A sequenced list of eight electives is prepared for each cohort. In the cohort program, students complete 11 courses, including a capstone course (ML 585). MBA/MAL Dual Degree The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership with the robust demand for business education through our MBA program. The dual degree provides students with the leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they need to thrive in today’s interconnected world. A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA courses and 7 MA in Leadership courses. The following dual degree program requirements must be met. Seven courses are required from MBA courses:  MBA 510 – Applied Managerial Economics  MBA 520 – Accounting for Business Managers  MBA 530 – Managerial Finance  MBA 540 – Business and Professional Ethics  MBA 550 – Marketing Management  MBA 570 – Quantitative Decision Making for Managers  MBA 580 – Management Consulting Project Three core courses are required from MA in Leadership courses with 3 MAL elective courses:  ML 505 – Foundations of Leadership  ML 514 – Evaluating Empirical Research  ML 585 -- Integrating the Theory and Practice of Responsible Leadership  ML Electives (4) Three Focus Area Courses Students will choose one course from each of the focus areas: Focus Area #1: Organizational Development  MBA 545 – Organizational Behavior  ML 535 – Organization Theory and Leadership  Director approved course with organizational development focus 46 Focus Area #2: Global/Multicultural Perspective  MBA 565 – Managing in a Global Environment  ML 560 – Cultural Competence and Effective Leadership  ML 563 – Leadership in a Global Society  Director approved course with global/multicultural focus Focus Area #3: Strategic Leadership  MBA 595 – Strategic Management  ML 574 – Strategic Leadership  Director approved course with strategic leadership focus One Additional Elective Course Elective course may be taken in either MBA or MA in Leadership Program Admission to the Dual Degree Program Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s degree from a regionally accredited four-year college or university. In addition to a current résumé and two recommendations, applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. An interview with the program director is also part of the admissions process. Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment entitled the Individual Learning Profile (ILP) which provides a review of quantitative skills. The profile is not an admissions screening instrument but an important tool in preparation for some MBA courses. Earning the dual degree during or after the MBA or MA in Leadership program Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the front of this page. Students may use previously completed application pieces and coursework to help meet these requirements. Returning students may complete an abbreviated application form after consultation with the MBA or ML program director. Upon entering the MBA program, the quantitative review must also be completed. Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses. Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL program. Each student’s program will be slightly different based on their prior course selections. Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s program will be slightly different based on their prior course selections. Students in both programs will meet individually with the program directors to determine whether their completed final project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or added to or ask the student to complete another project. These decisions will be made on a case-by-case basis. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MAL courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three courses may count toward an MA in leadership. No more than one course may be double counted in another Augsburg graduate degree program. The normal application process is used for students who wish to pursue the certificate. 47 Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a Saturday and weeknight schedule. Refer to the MAL program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of:       Completed application form Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership Program Admission Requirements Applicants to the program must have:           Bachelor’s degree from a regionally-accredited, four-year college or university Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, admission may be possible as decided on a case-by-case basis. Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: Previous college record Letters of recommendation Experience and organizational background Written statement Interview, if requested Application Checklist The following materials must be submitted to the Office of Admissions:    Completed application form $35 non-refundable application fee (waived if online application is used) A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations 48     Recommendation letter from an immediate supervisor, assessing leadership potential Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and leadership potential Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Résumé Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation Courses not offered on the letter grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of B. No more than two courses with a grade below B will count toward the degree. No more than two courses with a grade of or below B- can be repeated. In order to graduate, a student must have a cumulative graduate GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for a final course may be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. 49 Accreditation and Affiliation Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg University; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg University. Attorney at Law and Vice President for Wells Fargo Bank (retired). David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. 50 Master of Arts in Nursing A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to envision new models of care across practice settings. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in emerging care settings in communities. Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Program Goals Graduates of the Master of Art in Nursing Program are prepared to:    Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying nursing research and theory in advanced nursing practice and leadership roles. Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further graduate study. Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth, lifelong learning, leadership, and vocation of professional service in a global society. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply 51 knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care Settings track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in 52 practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Health Commons in Cedar-Riverside A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England.. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Applicants to the Master of Arts in Nursing program must have:        An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse A current, unencumbered nursing license Evidence of up-to-date immunizations and Health Insurance Portability and Accountability Act (HIPAA) training A Criminal Background check A college level statistics course is required for progression in the program, but is not necessary for admission Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Application components:    A written statement describing professional and educational goals Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Two letters of recommendation addressing the applicant’s character and ability for graduate study 53   Current resume An interview with graduate program faculty and/or staff members may be requested. Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. NUR 523 and NUR 525 meet all Face-to-Face and students are required to drive to Rochester and Minneapolis on a rotating schedule. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of working adults. Fall and spring classes typically meet 6 times per semester for 5 hour periods. Some variation of class schedules may occur. Summer classes may meet weekly for 5 hours for 7 weeks and others meet six times per semester. Video conferencing technology using Zoom is used to connect students in Rochester, MN, with students in Minneapolis. Some classes may use Zoom technology where students will Zoom from home. Some driving for class is required, as students from Rochester will travel to Minneapolis one time per semester and students from Minneapolis will travel to Rochester one time per semester, with the exception of NUR 523 and NUR 525. If weather is inclement, Zoom technology is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN. Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). 54 Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons. Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis. Cheryl Leuning, Phd, RN, Professor of Nursing. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. Deborah Schuhmacher, DNP, RN, Assistant Professor of Nursing. Staff Sharon Wade, Nursing Programs Coordinator. Linden Gawboy, Nursing Programs Administrative Assistant. 55 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to:    Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time, followed by a half-day morning seminar. Other courses are offered in an immersion format of two days of class per semester with three half-day seminars. Some of the classes will incorporate Zoom technology. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing using Zoom technology is used for some of the classes and for distant students. However, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, Zoom technology is used. 56 Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows:    1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Seminars Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree. Final DNP Project Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP-TCN Applicants to the Doctor of Nursing Practice TCN program must have:        An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Evidence of up-to-date immunizations Satisfactory results of a certified federal criminal background check A current Curriculum Vitae 57 Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:     A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health in Membership.” Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Three professional references A successful, personal interview with Augsburg Nursing faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. 58 Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons. Cheryl Leuning, Phd, RN, Professor of Nursing. Kristin McHale, DNP, RN, Assistant Professor of Nursing, Director of the BSN Program, Rochester. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. Deborah Schuhmacher, DNP, RN, Assistant Professor of Nursing. Staff Sharon Wade, Nursing Programs Coordinator. Linden Gawboy, Nursing Programs Administrative Assistant. 59 Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:      Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Integrate scientific evidence based guidelines into clinical practice. Program Structure The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses in the FNP program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 56 didactic credit hours, 4 seminar credits, and 24 clinical credit hours. Didactic A total of 19 didactic courses (56 semester credits) constitute the DNP/FNP program. Didactic classes, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500 level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent morning. Other courses are offered in an immersion format of two days of class per semester with 3 half-day seminars. The FNP courses (final two years of study) are offered on Monday and Tuesday or Thursday and Friday, approximately six times a semester, class time hours will vary. Web-based assignments are integrated into all classes through Moodle. Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are condensed into seven to fourteen days. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for 60 Healing, 6415 West River Road NW, Rochester, MN. Video conferencing using Zoom technology is used for some of the classes. However, students must be prepared to drive to Rochester and/or Minneapolis for classes. If weather is inclement, Zoom technology is used. Practica (for DNP courses) / Clinicals (for FNP courses) To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 405 practica hours for the DNP portion and 675 hours for the clinical portion. Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their master’s degree in nursing to complete the required 405 hours for the DNP portion. 675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675 clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care. In a 15-week semester, practicum hours are computed as follows:    1 semester credit hour = 45 clock hours of practicum time per semester 2 semester credit hour = 90 clock hours of practicum time per semester 3 semester credit hour = 135 clock hours of practicum time per semester Required Practica hours = 405 which equals 9 credits Required Clinical hours=675 which equals 15 credits The total credits for practica and clinicals are equal to 24. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Final DNP/FNP Project Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor. 61 For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP Applicants to the Doctor of Nursing Practice FNP program must have:                A completed application form and payment of application fee. An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice (DNP), from a nationally accredited institution and a nationally accredited nursing program. A minimum of five years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or DNP program. Three professional letters of recommendation. A 2-3 page professional essay responding to a posted question on the admission application. Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Successful personal interview with Augsburg Nursing Faculty. Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P). Evidence of up to date immunizations per Department/University requirements Evidence of HIPAA training. Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current as of April 2018 and are subject to change. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) 62 Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons. Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis. Michelle Higgins, MSN, FNP, Instructor. Janice James, DNP, FNP, Instructor and Clinical Director of FNP Program Minneapolis. Dawn Kaderabek, DNP, FNP-C. Cheryl Leuning, Phd, RN, Professor of Nursing. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. Tammy Olney, DNP, FNP, Instructor and Clinical Director of FNP Program Rochester. Deborah Schuhmacher, DNP, RN, Assistant Professor of Nursing. Lisa Van Getson, DNP, FNP, Assistant Professor, Director, DNP-FNP Program. Staff Sharon Wade, Nursing Programs Coordinator. Linden Gawboy, Nursing Programs Administrative Assistant. 63 Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. Augsburg MBA students all work on a consulting project with a local business where they apply what they’ve learned in the classroom to a real-world business problem. The Augsburg MBA also provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical decision-making. We encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of the world through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. Our MBA graduates make a difference. We invite you to become part of a growing community of Augsburg MBA alumni. George Dierberger, Ed.D. Interim Director, Master of Business Administration Program MBA Mission - “Prepare Students for Meaningful Work” Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from one another, mentor each other, and peer coach. You’ll share diverse 64 professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Credit for Prior Learning Up to nine credits may be waived through prior business coursework (with director/faculty approval) or certain professional credentials (with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.  Completion of at least two undergraduate courses covering corresponding Augsburg MBA core course material (See department for Equivalency details).  The most recent of the undergraduate courses was taken within the past five years and a second course within seven years.  A grade of B (or 3.0 on 4 point scale) or higher was earned in any course considered for a course waiver.  Course(s) must be taken at an approved, regionally-accredited institution.  Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Academic Calendar The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), lodging, and travel in-country, as well as some meals. Program Requirements The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction per week through a web-based electronic course management system. A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses. 65 MBA Program Sequence Semester 1: MBA 592 - Leadership: Ethics, Vision and Transformation MBA 545 - Organizational Behavior Semester 2: MBA 540 - Business and Professional Ethics MBA 560 - Communication Issues in Management Semester 3: MBA 570 - Quantitative Decision-Making for Managers MBA 520 - Accounting for Business Managers Semester 4: MBA 530 - Managerial Finance MBA 510 - Applied Managerial Economics Semester 5: MBA 550 - Marketing Management MBA 595 - Strategic Management Semester 6: MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Concentration Course 1 Semester 7: MBA 580 - Management Consulting Project (begins in semester 6) Concentration Course 2 Electives Students are required to complete a concentration in either Finance, Leadership, or Entrepreneurship. Finance Concentration MBA 532 - Investment Theory and Portfolio Management MBA 535 - International Finance Leadership Concentration Any two MAL electives from the Master of Arts in Leadership program Entrepreneurship Concentration MBA 596 - Managing Innovation MBA 583 - Entrepreneurship: Execution, Planning & Strategy The entrepreneur concentration teaches students how to perform the due diligence in developing a business idea into reality by assessing the risks before product development. Our students learn how to collaborate and iterate in approaching the market opportunity and potential solution. Student Learning Experience Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation. SLE 2 is embedded across the MBA curriculum. SLE 3 is a single course, MBA 580 Management Consulting Project. 66 For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have:    Bachelor’s degree from a regionally-accredited four-year institution Minimum of two years of relevant work experience Personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissions:        Completed application—Apply online at www.augsburg.edu/mba $35 application fee Two personal statements Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Current résumé of work history Two confidential letters of recommendation MBA Math (optional for admission; passing score required for some courses) Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. 67 Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale, with the exception of MBA 580, which is pass/no pass only. For complete information on grading and evaluation, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following:    Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting, economics, finance, statistics, and spreadsheets Successful completion of MBA courses with a grade of B or above No more than two courses with a grade of B- or below, and with a cumulative GPA of 3.0 or higher at the completion of the program MBA Faculty Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Associate Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University. 68 George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Phyllis Kapetanakis, Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. 69 Master of Fine Arts in Creative Writing MFA Mission The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student writers, creating a close-knit community with fellow writers within and outside of the program. Students receive individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of creative writing. Program Overview The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong community of writers. Genres      Creative Nonfiction Fiction Playwriting Poetry Screenwriting Concentrations    Teaching Translation Publishing Features      Two-year program Annual summer residency Online classrooms One-on-one mentor work Student to mentor ratio of 5:1 Summer Residency Begin the program with a ten-day summer residency in Minneapolis, participating in daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, advertising, and translation. The program includes three summer residencies in Minneapolis. Fall and Spring Semesters Online The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and Creative and Critical Reading course. In addition, students complete a craft paper during the third off-campus semester and prepare a craft talk in the fourth. Cross-genre work is encouraged. 70 Semester Mentorships The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as a writer. Critical and Creative Reading in an Online Classroom This is a reading-as-writers course that provides an opportunity to work with the mentor and a community of peers, considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include online discussion boards, video chats, and teleconferences with mentors and fellow learners. The online classroom offers an opportunity to continue conversations begun during the residency with members of the MFA community. Traditional Plan of Study Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a craft paper course, and a thesis course.    First Year o Summer Residency I (6 credits), held for ten days on the Minneapolis campus, includes a workshop in the student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency (Summer Term 2). o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared genre. o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail. Second Year o Summer Residency II (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2 credits) in which students complete a craft paper examining some aspect of writing. This work is conducted remotely, via computer, phone, and/or mail. o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2 credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or mail. Third Summer o Summer Residency III (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their thesis (students should prepare for this work during their second year). To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. Optional Courses of Study  Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students completing at least five mentored and reading semesters instead of the standard four. At least four of these semesters should be used to study the student’s declared genre.  Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option has students completing at least five mentored and reading semesters, including three in the student’s primary declared genre and at least two in a different genre.  Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for a single residency or semester of study — or longer. Students seeking this option should contact the program director, as the director’s approval is required. 71  Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this option allows students to enroll in electives in teaching, translation and/or publishing. This work is usually completed alongside a traditional or extended/mixed genre course of study. The career concentration courses are also available as post-MFA studies. Career concentrations includes: o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining practical and theoretical pedagogy to better prepare students who intend to teach. Students work with accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory seminars during summer residencies. o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8 credits total) designed to introduce students to various aspects of the trade, including acquisition, editing, graphic design production, marketing and distribution. Each year, students work with experienced faculty to select and publish the winner of the Augsburg Howling Bird national competition. During the second semester, students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer residencies. o Translation - The Concentration in Translation is a one-semester experience (4 credits) in reading, translating, adapting, and creating. Working with a published literary translator, students focus on translation methods, approaches, and production of text. Prerequisite: translation seminars during summer residencies. Course Listing ENL 531 - Residency in Creative Writing: Fiction ENL 532 - Residency in Creative Writing: Nonfiction ENL 533 - Residency in Creative Writing: Poetry ENL 534 - Residency in Creative Writing: Screenwriting ENL 535 - Residency in Creative Writing: Playwriting ENL 536 - Residency in Creative Writing: Multi-Genre ENL 541 - Mentorship and Critical and Creative Reading: Fiction ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction ENL 543 - Mentorship and Critical and Creative Reading: Poetry ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting ENL 545 - Mentorship and Critical and Creative Reading: Playwriting ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre ENL 547 - Craft Paper: Fiction ENL 548 - Craft Paper: Nonfiction ENL 549 - Craft Paper: Poetry ENL 550 - Craft Paper: Screenwriting ENL 551 - Craft Paper: Playwriting ENL 552 - Craft Paper: Multi-Genre ENL 553 - Thesis: Fiction ENL 554 - Thesis: Nonfiction ENL 555 - Thesis: Poetry ENL 556 - Thesis: Screenwriting ENL 557 - Thesis: Playwriting ENL 558 - Thesis: Multi-Genre ENL 559 - Thesis ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre 72 Concentration Courses: ENL 525 - Teaching Writing: Practice and Theory ENL 526 - Literary Translation Practicum ENL 527 - Publishing I ENL 528 - Publishing II For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include  Completed online application  One letter of recommendation  A personal essay  Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary.  A writing sample: o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script/playwriting format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper and thesis courses carry two credits each. To include a concentration in Teaching or in Translation in the MFA, students must complete 10 courses or 50 credits. For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits. 73 Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at B or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions. Affiliation The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals, and Memberships section. 74 Mentor Faculty Karen Babine, MFA Mentor, BA, Concordia College; MFA, Eastern Washington University; PhD, University of Nebraska, Lincoln. Jeremy Bandow, MFA Mentor. Associate of Science in Screenwriting, Minneapolis Community and Technical College; BFA, Regis University; MFA, Augsburg University. James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of Nebraska, Lincoln. Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Cass Dalglish, Professor of English, MFA Mentor. BA, Spanish Language and Literature, St. Catherine University; MFA, Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The Union Institute and University. Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative Writing and Native American Literature, The Union Institute and University. Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin. Sarah Myers, Associate Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas, Austin. Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina, Chapel Hill. Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis, Minnesota State University-Mankato. Faculty Associates D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown University. Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Pomona College; PhD, Cornell University. Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University of Minnesota. Visiting Writers Fiction Ted Thompson, 2018 Kate Bernheimer, 2017 Jacob Appel, 2016 Helene Wecker, 2015 Pam Houston, 2014 Benjamin Percy, 2013 Creative Nonfiction Kao Kalia Yang, 2018 Jean Harper, 2017 Greg Breining, 2016 75 Sue William Silverman, 2013 & 2015 Deborah Blum, 2014 Poetry Katelynn Hibbard, 2018 Patricia Smith, 2017 Sean Hill, 2016 Marcie Vogel, 2015 Alex Lemon, 2014 Ed Bok Lee, 2013 Playwriting Andrew Rosendorf, 2018 Harrison Rivers, 2017 Christina Ham, 2016 Carson Kreitzer, 2015 Kristoffer Diaz, 2014 Screenwriting Wenona Wilms, 2018 Remy Auberjonois & Kate Nowlin, 2017 Michael Starrbury, 2016 Ken Rance, 2015 Bill Wheeler, 2014 Christina Lazaridi, 2013 Administration Stephan Clark, Director Lindsay Starck, Associate Director Staff Kathleen Matthews, Administrative Assistant 76 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique learning experiences that allow them to discover and realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands of healthcare. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program with core music therapy courses, courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 – Thesis or Final Project (2 credits) Music Therapy Electives– 12 credits MUS 550 - Music Psychotherapy (2 credits) MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery (2 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (3 credits) MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience) MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience) MUS 585 - Advanced Music Therapy Group Work (3 credits) MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits) Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by program director.  Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. 77  Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is 64 credits plus the clinical internship and is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 372 - Psychological Foundations of Music I (4 credits) MUS 374 - Music Therapy Practicum (1 credits) MUS 375 - Music Therapy Practicum (1 credits) BIO 103 - Human Anatomy & Physiology (4 credits) PSY 105 - Principles of Psychology (4 credits) PSY 203 - Lifespan Development (4 credits) PSY 262 - Abnormal Psychology (4 credits) The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and Equivalency Plus), as well as the course listed below. MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUP xxx Primary Lessons (minimum 4 semesters needed) MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed) MUS 213 - Music Theory and Aural Skills III MUS 214 - Music Theory and Aural Skills IV MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) MUS 232 History and Literature of Music, 1750 to Present (4 credits) Plan of Study There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy. They follow the master of music therapy track. The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track. The third is for individuals that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track. Admission to MMT        Online Application Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification An Audition (this can be taped or live) ten to fifteen minutes of your best instrument(s). Essay-(can be submitted as part of the online application) no longer than three pages addressing the following questions. Describe your goals as a music therapist and how an MMT degree will help you reach those goals. 78   Tell about a moment that helped encourage you to begin a career in music therapy. As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life? Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg University Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation Augsburg is regionally accredited by: The Higher Learning Commission The Master of Music Therapy Program is accredited by: National Association Schools of Music (NASM) American Music Therapy Association (AMTA) MMT Faculty Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME-MT, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. Debbie Bates, Instructor. Kimberly Donley, Instructor. Nancy A. Jackson, Instructor. Dawn McDougal Miller, Instructor. Emma Moonier, Instructor. 79 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg University PA Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg University. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be Spring 2019. About PA As defined by the American Academy of Physician Assistants: “PAs are health professionals licensed or, in the case of those employed by the federal government, credentialed to practice medicine in association with designated collaborating physicians. PAs are qualified by graduation from an accredited PA educational program and/or certification by the National Commission on Certification of Physician Assistants ... Within the physician-PA relationship, PAs provide patient-centered medical care services as a member of a healthcare team. PAs practice with defined levels of autonomy and exercise independent medical decision making within their scope of practice.” In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a delegation agreement with a licensed physician. Curriculum The Physician Assistant program at Augsburg is 27 months long with studies beginning each year in the summer semester (late May or early June). The program accepts up to 33 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. The academic phase of the program also includes development of practical skills through the use of case studies, simulated patients, and technical skills workshops (i.e. suturing, casting/splinting). The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and a variety of practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine, internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers. 80 A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN, locations in the 5 state area, and potentially beyond. The Augsburg PA program includes time away from the program at varying times which may or may not differ from the traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program. PA Program Sample Calendar YEAR 1 Summer PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 511 - History and Physical Exam Skills I PA 521 - Pharmacotherapy I PA 531 - Clinical Medicine I PA 542 - Professional Issues PA 546 - Clinical Practice Seminar I Spring PA 512 - History and Physical Exam Skills II PA 522 - Pharmacotherapy II PA 532 - Clinical Medicine II PA 547 - Clinical Practice Seminar II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III PA 545 - Clinical Phase Transition Master’s Project course, one of the following*: PA 599 - Directed Study ML 577 - International Experience Fall PA 6XX - Clinical Rotations 1, 2, 3 Spring PA 6XX - Clinical Rotations 4, 5, 6 YEAR 3 Summer PA 6XX - Clinical Rotations 7, 8 PA 62X - Preceptorship PA 690 - Capstone *Other program-approved options may be available For a complete list of courses and descriptions, see the Course Description Search. 81 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Qualified applicants will have:      Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application Minimum science GPA of 3.0 as calculated by CASPA at the time of application Completed the Augsburg University PA Program Supplemental Application Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. The following six (6) prerequisite courses must be completed with grades of C or higher at a regionally accredited twoyear or four-year college or university (within the timeline specific to your degree status as defined below).       One full course of psychology One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of statistics One course of medical terminology *Labs are recommended but not required.     Online prerequisite courses from accredited institutions are also accepted. Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be completed by May 1 of the year of matriculation. The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of required prerequisite courses. GRE and MCAT are not required for application to this program. Strongly Recommended Highly competitive applicants to the Augsburg PA Program will also have:     Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider. Demonstration of a commitment to, and involvement with, underserved communities PA Program Application Process The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the Augsburg University PA Program supplemental application. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org. 82 You will be considered an eligible applicant if you have completed the Augsburg University supplemental application, have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), have completed or will complete your undergraduate degree prior to the start date of the program, and have completed or will complete your prerequisite courses within the timeline specified for your degree status. Additional Application Details: The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. We strongly recommend that one be from an employer/colleague (a professional reference), one letter be from a professor or adviser (an academic reference), and the third from a person of your choice. Be sure that your letter writers are able to tell the committee about you as well as his/her experiences with you and observations about you. Your Supplemental Application must be submitted electronically on or before August 1 in order to be considered. We use the CASPA “Complete Date” to determine if you have met the application deadline of August 1. The “Complete Date” on your application must be August 1 or prior in order to be considered meeting the deadline. CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.” Your GPA (cumulative and science) is set at the time of your CASPA submission and is calculated by CASPA. The Augsburg PA Program will not recalculate GPAs as additional coursework is completed post CASPA submission. We will request grade reports for your prerequisite courses and add them to your file as they are completed, but your official GPA, as calculated by CASPA, will be the GPA of record for your application. Selection Process Competitive applicants will be reviewed by the admissions committee. The admissions committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the program goals and mission, and recommendation letters. As the committee completes application review, candidates are selected for an interview. The interviews are generally conducted during the fall months. Candidates come to campus to interview with program faculty, staff, and current students, and to view the St. Paul campus. As interviews are completed, seats in the incoming class are offered. A list of alternates will be selected in January to fill seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February. Accepted candidates must complete and pass a background check prior to matriculation and annually through the program. Failure of the background check may result in the inability to participate in clinical rotations, failure to obtain licensure, and/or dismissal from the program. Academic Policies Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here. Technical Standards All PA students must possess those intellectual, ethical, physical, and emotional capabilities necessary to undertake and achieve levels of competence in the full curriculum required by the faculty. A stated intention to only practice in a narrow field of medicine does not alter the requirement that all students take and achieve full competence across the entire curriculum. Essential characteristics and abilities prescribed here are requisite for admission, promotion and graduation from the program. All matriculates, students and graduates must meet all prescribed essential characteristics and abilities, either with or without reasonable accommodations. 83 The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by the PA Program at Augsburg University must have, with or without reasonable accommodation, multiple abilities and skills including: perception/observation, communication, motor/tactile function, cognition, and behavioral and social attributes. Perception/observation Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:        Small group discussions and presentations Large-group lectures One-on-one interactions, Demonstrations (physical exam maneuvers) Patient encounters (at a distance and close at hand) Written material (powerpoints, textbooks, and readings) Audiovisual material (slides, medical videos) Communication Students must be able to skillfully communicate (in English) verbally and in written form. These communication skills must enable the candidate to obtain a medical history in a timely fashion from a wide variety of patients, and to communicate effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team, other professionals, patients and their families. The student must be able to produce a written write-up in the clinical rotations, which includes patient history, physical exam and assessment. Also, the candidate must be able to comprehend written material sufficiently well to understand accurately common medical records, laboratory reports, and pharmacological prescriptions. Specifically, students are expected to:          Received communication Observe changes in mood, activity and posture Perceive nonverbal affective and gesture communication Elicit information Convey information Clarify information Create rapport Develop therapeutic relationships Demonstrate competencies Motor/tactile function Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and to:       Attend (and participate in) classes, groups, and activities which are part of the curriculum Communicate in a written format Dissect cadavers Examine gross specimens in gross anatomy and pathology laboratories Prepare microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic states (e.g., streak plates, perform gram stains and use a microscope) necessary for such studies Observe gross and microscopic structures necessitates the functional use of the senses of vision and touch and is enhanced by the functional sense of smell 84       Perform a complete physical examination, including observation, palpation and percussion and auscultation Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a sphygmomanometer Perform basic laboratory tests, using a calculator and a computer, placing electrodes and reading an EKG, and interpreting common imaging tests Function in outpatient, inpatient, and surgical venues (standing in a sterile environment and gown while actively assisting the surgical team) Move in the clinical setting so as to act quickly in emergencies Perform clinical procedures such as, but not limited to, the following: pelvic examination, genital examination, digital rectal examination, drawing blood from veins and arteries and giving intravenous injections, basic cardiopulmonary life support, spinal puncture, suturing and wound care, casting/splinting, and simple obstetrical procedures Cognition Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex information presented in formal lectures, small group discussions, medical literature and individual teaching settings and in clinical settings. Students must be able to demonstrate higher-level cognitive abilities, which include:                Rational thought Measurement Calculation Conceptualization Analysis of information Synthesis of information Organization of information Representation (oral, written, diagrammatic) Appreciate three dimensional spatial relationships among structures Appreciate logical sequential relationships among events Memory Application Clinical reasoning (form and test hypotheses in order to enable effective and timely problem-solving in diagnosis and treatment of patients) Ethical reasoning Sound judgment Behavioral and Social Attributes Students must possess the emotional health and maturity required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In summary, PA students must be able to:     Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and dedication Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients Develop mature, sensitive, and effective relationships, not only with patients but with all members of the Augsburg community and healthcare teams Tolerate physically, emotionally, and mentally demanding workloads 85    Function effectively under stress, and proactively make use of available resources to help maintain both physical and mental health Take responsibility for themselves and their behaviors Positively represent the Augsburg University PA Program and the PA Profession Documentation of a Disability The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet the published technical standards. All Augsburg students have been accepted by the college based on their ability to succeed academically and are required to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or have another disability, the CLASS office can provide you with reasonable accommodations and support. Disability Specialists provide:      Determination of appropriate accommodations Individual support Instruction in learning strategies Help with time management and organizational skills Assistance with course selection Accommodations may include:       Alternative testing (extended time, limited distraction) Assistive technology Alternative format textbooks and course materials Notetaking support Housing accommodations Classroom accommodations Some Examples of Disabilities           Attention-Deficit/Hyperactivity Disorder (ADHD/ADD) Learning Disabilities Psychiatric Disabilities Autism Spectrum Disorders Head Injury/Traumatic Brain Injury Physical Disabilities and Systemic Illnesses Deafness/Hearing Impairment Blindness/Low Vision Disabilities that are sporadic or degenerative in nature Temporary conditions Accessing accommodations is an ongoing and interactive process where information can be gathered from the student and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We prefer students to present any documentation that describes their disability and the impact on educational experiences 86 directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on an individual basis. The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053. Advanced Placement and Experiential Learning Policy The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical phase. Employment while in the Program Program faculty discourage outside employment while in the Augsburg PA Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the PA Program may be initiated by a student after submission of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. For information on withdrawal, see the Academic Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the Program Director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. For the full readmission policy and reapplication process, please contact the program. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial. PA Program Faculty Eric Barth, MPAS, PA-C, Assistant Professor. Vanessa Bester, MPAS, PA-C, Associate Director, Assistant Professor. Jenny Kluznik, MPH, MPAS, PA-C, Academic Coordinator, Assistant Professor. Holly Levine, MD, Medical Director, Assistant Professor. Skye Peltier, MPH, MPAS, PA-C, Instructor. Amanda Perkins, PharmD, Instructor. Alicia Quella, PhD, PA-C, Program Director, Clinical Associate Professor. 87 Trent Whitcomb, MS, PA-C, Instructor. Meredith Wold, MPAS, PA-C, Instructor. 88 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission is to develop competent social work professionals for advanced multicultural practice which promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will:         Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog. 89 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. 90 Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, students study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the time their application to the program. Students also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, students deepen their knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques. In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to their chosen concentration and is completed concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. Social work leaders must advocate for social change where necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. 91 Portfolio or Summative Evaluation Project  Portfolio Project (MCCP students)  The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references.  Summative Evaluation Project (MCMP students)  All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following:       Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW, there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL 92 SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 506 - Practice Methods and Skills 2: Groups and Families* SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies* SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only) SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP) SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals SWK 629 - Multicultural Clinical Practice (MCCP) with Families SPRING SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP) SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice SWK 631 - Multicultural Clinical Practice (MCCP) with Groups SUMMER 1 SWK 634 - Multicultural Clinical Practice (MCCP) Supervision SWK 639 - Multicultural Clinical Practice (MCCP) Elective SWK 640 - Multicultural Clinical Practice (MCCP) Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP) SWK 660 – Multicultural Macro Practice (MCMP) Research Methods SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP) SWK 668 - Organizations/Social Administrative Practice 2 SWK 670 - Multicultural Macro Practice Policy SUMMER 93 SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 – Multicultural Macro Practice (MCMP) Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. SWK 699 General Elective Students in both concentrations complete at least one general elective course. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes:        Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP) settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components:     Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities. 94 In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum  Foundation or advanced standing coursework  Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience  The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project.  Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002  For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. 95 Admission to MSW The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements  Bachelor’s degree from a regionally-accredited college or university  Cumulative undergraduate GPA of 3.0 or higher  Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101.         Completed application form Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their MSW degree from Augsburg University. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice 96 Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a waiver. Academic Policies Academic Achievement Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the student may be dismissed from the program. Students are retained in the program who can:     Maintain expected grade point average (3.00 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW Program Internship Placement Tracking website. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook. Program Costs In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term study abroad electives. Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500.    Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship 97     Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemnig Memorial Scholarship Blanca Rosa Egas Memorial Scholarship MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. MSW Faculty Laura Boisen, Professor of Social Work. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Nishesh Chalise, Assistant Professor of Social Work, BS, Environmental Sciences, Kathmandu University, Nepal; MSW, Brown School, Washington University; PhD, Brown School, Washington University. Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Professor of Social Work, BSW Program Director. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Bibiana Koh, Assistant Professor of Social Work, MSW Field Coordinator. BA, Hartwick College; MA, Columbia University; MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Nancy Rodenborg, Professor of Social Work, BSW Field Coordinator. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Visiting Faculty Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of Wisconsin. Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University. MSW Staff Doran Edwards, BSW Program Assistant Director 98 Emily Glynn, MSW Program Coordinator Lydia Madden, Social Work Department Coordinator & MSW Field Assistant 99 Augsburg University Board of Regents For more details, go to www.augsburg.edu/about/leadership/regents. Andra Adolfson Ann B. Ashton-Piper Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Nicholas C. Gangestad ‘86 Amit K. Ghosh ‘12 M.B.A., M.D. Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Rev. Marlene Whiterabbit Helgemo Bishop Richard N. Hoyme, ex-officio Diane L. Jacobson, Ph.D. Rev. Rolf A. Jacobson, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. Steven E. Larson ’71, M.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D. Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Rachel Pringnitz ‘02, ‘07 M.B.A. Earl W. Sethre ‘68 Dean A. Sundquist ‘81 Bishop Ann M. Svennungsen, ex-officio Jill N. Thomas, J.D. Rev. David L. Tiede, Ph.D. Vicki L. Turnquist Rev. Norman W. Wahl ’76, D.Min. Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member Noya Woodrich, ‘92, ‘94 M.S.W. ELCA Vocation and Education Program Unit Executive Director Rev. Stephen Bouman, D.Min. Program Director for Colleges and Universities Rev. Mark N. Wilhelm, Ph.D. 100
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Title: Augsburg University Course Descriptions, 2018-2019
Collection: Course Catalogs
Search Result: Augsburg University 2018-2019 Course Descriptions (as of 6/22/2018) ACC - Accounting ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statemen...
Show more Augsburg University 2018-2019 Course Descriptions (as of 6/22/2018) ACC - Accounting ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Core Curriculum Component: None Prerequisite(s): None ACC222 Introduction to Managerial Accounting 4 Semester Credits A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting) ACC295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC322 Intermediate Accounting I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) 1 ACC323 Intermediate Accounting II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322(Intermediate Accounting I) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of MAT163(Introductory Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and Economics); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing) ACC326 Tax Accounting 4 Semester Credits The more common and important provisions of planning and compliance for income taxes. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ACC423 Auditing 4 Semester Credits Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Intermediate Accounting II) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None 2 Prerequisite(s): ACC323(Intermediate Accounting II) ACC495 Topics 4 Semester Credits This course is designed for Accounting and Finance majors who want to gain an understanding of accounting information systems. Introduction to the conceptual framework of accounting information systems using modeling to develop and design of accounting system using flow charting tools, data and system analysis, implementation of controls and relevant audit procedures. Course leverages Microsoft Access, Quickbooks modules and other technologies involved in accounting cycles (A/R, payroll, purchasing, etc). Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS – American Indian Studies AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS205 Contemporary American Indians 4 Semester Credits In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. Core Curriculum Component: None Prerequisite(s): None AIS208 Native American Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: Humanities 3 Prerequisite(s): None AIS233 Women: A Cross-Cultural Perspective 4 Semester Credits This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. Core Curriculum Component: None Prerequisite(s): None AIS264 American Indian in the Cinema 4 Semester Credits Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. Core Curriculum Component: None Prerequisite(s): None AIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS305 Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: None Prerequisite(s): None AIS320 American Indian Women 4 Semester Credits Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have 4 crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS332 Native American Storytelling 4 Semester Credits The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Core Curriculum Component: None Prerequisite(s): None AIS355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English. Core Curriculum Component: None Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. Core Curriculum Component: None Prerequisite(s): None AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS397 Internship 2 Semester Credits 5 Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS405 Indigenous Activism and Resistance in the Americas 4 Semester Credits This course explores ongoing and current forms of activism and resistance across North and South America that are directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization. Core Curriculum Component: Keystone Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS305(Indigenous Issues of Central America) AIS408 Native American Women and Film 4 Semester Credits Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Core Curriculum Component: None Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics) AIS490 Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. Core Curriculum Component: Keystone Prerequisite(s): None AIS495 Topics 6 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None ANT – Anthropology ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 7 ART – Art & Design ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART103 Special Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. 8 Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts Prerequisite(s): None ART124 Graphic Design Production: InDesign 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts. This course explores the process of creating and managing multiple page layouts with variable page content. Core Curriculum Component: None Prerequisite(s): None ART125 Graphic Design Production: Illustrator 1 Semester Credits This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos, advertisements, or other graphic documents. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART126 Graphic Design Production: Photoshop 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is 9 placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative visual effects. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART127 Graphic Design Production: HTML/CSS 1 Semester Credits This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles of Web Design including usability and the tools to accomplish this including HTML5 and CSS3. Core Curriculum Component: None Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART133 Introduction to Digital Photography 4 Semester Credits This course introduces students to the conceptual and practical principles of digital photography. Fundamental terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital cameras, software, scanners, and printers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, ssignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None 10 ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART201 Introduction to Graphic Design 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this course. Core Curriculum Component: Fine Arts Prerequisite(s): None ART202 Typography 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design Production: Illustrator) *concurrent registration is acceptable* ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) ART215 Introduction to Web Design 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART221 11 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART226 Artist Workshop 1 Semester Credits This course offers students the opportunity to work with a professional artist or designer. Students participate in workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a professional studio atmosphere. Course is repeatable. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART231 Pre-Columbian,Colonial, & Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts Prerequisite(s): None 12 ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 4 Semester Credits 13 An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART299 Directed Study 14 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Mid-Program Portfolio Review 1 Semester Credits Mid-Program Portfolio Review showcases studio art, art history, and graphic design majors’ emerging original creative production in a group exhibition to focus exploration in preparation for the rigor of the senior themed solo exhibition/project. Majors prepare a portfolio of original creative production, digitally document it, write and present a position statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major. (Prerequisite: Completion of 16 credits, at least 8 at Augsburg.) Core Curriculum Component: None Prerequisite(s): None ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Graphic Systems 4 Semester Credits Graphic Systems explores design concepts and production for interactive experiences as seen through publications (screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and practice through research and projects. Time in concerned with the rational progression of a story, but also informs the sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size of an image on a page, printed, or electronic. Core Curriculum Component: None Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography) ART322 Plein Air Sketching II 15 4 Semester Credits Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART324 Design Studio I 4 Semester Credits As part of the design agency, students will become familiar with working on real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design), ART202(Typography) ART326 Design Studio II 4 Semester Credits As part of the design agency, students will become competent in the skills necessary to execute real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I) ART332 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Advanced Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None 16 Prerequisite(s): ART133(Introduction to Digital Photography) ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART347 Advanced Drawing 4 Semester Credits Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject matter, themed series, individual style, and original expression. Core Curriculum Component: None Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II) ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 17 ART355 Painting II 4 Semester Credits Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 4 Semester Credits 18 The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None ART390 Native American Art 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. Core Curriculum Component: None 19 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition/Project and Review 3 Semester Credits This course showcases studio art, art history and graphic design majors’ developing creative production through solo exhibition and review. Majors learn professional practices and writing for the arts, produce themed original creative production for exhibition, create digital portfolio and identity package, prepare work for presentation, install exhibition, engage a variety of audiences in critical dialogue, participate in formal faculty review and reflect on vocation. Core Curriculum Component: Keystone Prerequisite(s): ART305(Junior Exhibition and Review) ART424 Advanced Design Studio III 4 Semester Credits As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the components of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal interests and abilities, editing and refining the range and quality of portfolio work. 20 Core Curriculum Component: Augsburg Experience Prerequisite(s): ART315(Web Design II), ART326(Design Studio II) ART425 Advanced Design Studio IV 4 Semester Credits As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as competencies of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: Keystone Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable* ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL – American Sign Language ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 Prerequisite(s): None ASL102 21 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG – Augsburg Seminar AUG101 Augsburg Seminar 1 Semester Credits A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) AUGEX – Augsburg Experience AUGEX1 Augsburg Experience - Non-credit International Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad) AUGEX2 Augsburg Experience - Faculty/Student Research 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research) AUGEX3 Augsburg Experience - Non-credit Internship 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship) AUGEX4 Augsburg Experience - Work Connections 0 Semester Credits 22 Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections) AUGEX5 Augsburg Experience - Special Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion) BIO - Biology BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent registration in BIO102L is required. (Three one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I), MUS113(Music Theory and Aural Skills I) BIO103L Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 23 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. Concurrent registration in BIO121L is required. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. ) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 24 4 Semester Credits First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is required. (Three hours of lecture, three hours laboratory, some Saturday field trips.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is required. (Three hours of lecture, four hours laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) BIO152L Evolution Ecology and Diversity Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO253 Introductory Cellular Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L is required. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II) BIO253L 25 Introductory Cellular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required* BIO255 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO255L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO255(Genetics) *concurrent registration is required* BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. Concurrent registration in BIO351L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) 26 BIO351L Invertebrate Zoology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in BIO361L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in BIO369L is required. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None 27 Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology) BIO369L Biochemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO440 Plant Physiology 4 Semester Credits An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic stressors on plant physiology will be discussed. Concurrent registration in BIO440L is required. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO440L 28 Plant Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required* BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. Concurrent registration in BIO471L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Physiology of Humans and Other Animals 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology) BIO473L Physiology of Humans and Other Animals Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in BIO474L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None 29 Prerequisite(s): BIO253(Introductory Cellular Biology) BIO474L Developmental Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in BIO475L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO475L Neurobiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. Concurrent registration in BIO476L is required. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO476L Microbiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent registration in BIO481L is required. (Three hours lecture, four hours laboratory, some Saturday field trips.) 30 Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO152(Evolution, Ecology and Diversity) BIO481L Ecology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO485 Advanced Topics in Biology 2 Semester Credits An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that subject. Check Records and Registration for the topic and title of a given section. This course is repeatable. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. Concurrent registration in BIO486L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO486L Immunology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO486(Immunology) *concurrent registration is required* BIO490 Biology Keystone 2 Semester Credits A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors. Core Curriculum Component: Keystone Prerequisite(s): None 31 BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BUS – Business Administration BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS254 Entrepreneurship 32 4 Semester Credits The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. Core Curriculum Component: None Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): None BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None 33 Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS461 Global Business Management: Mexico and Emerging Markets - Mexico 4 Semester Credits Core Curriculum Component: None 34 Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CAP – General Studies CAP001 CAP Seminar 0 Semester Credits Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit status). Core Curriculum Component: None Prerequisite(s): None CAR – Career Services CAR160 Designing Your Future: Majors, Careers, and a Life of Joy 2 Semester Credits Welcome to Designing Your Future. This course will borrow concepts from design thinking to inspire curiosity in students about majors, careers, and a life of joy. Through the iterative processes of turning inward (self-exploration) and turning outward (major and career exploration), students will be encouraged to generate and embrace multiple answers to 35 complex questions about their own future. The instructor and students will engage in a variety of techniques and resources intended to create an active, meaningful and lasting learning experiences. Techniques utilized will include personal and career assessments, self-reflection, panel discussions with industry leaders from the major career sectors (non-profit sector, corporate sector, and others), life-design group discussions, readings and reflection. Students will also practice networking, informational interviewing, resume and cover letter writing, and job search techniques. Core Curriculum Component: None Prerequisite(s): None CCS – Languages and Cross-Cultural Studies CCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None CCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS495 36 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM – Chemistry CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and 102L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is acceptable* 37 CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General Chemistry I) CHM116L General Chemistry II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM251 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM251L Organic Chemistry I Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable* CHM252 Organic Chemistry II 4 Semester Credits Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring) Core Curriculum Component: None 38 Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab) CHM252L Organic Chemistry II Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable* CHM280 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CHM116(General Chemistry II) CHM280L Quantitative Analytical Chemistry Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable* CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM362 Physical Chemistry: Macroscopic Theory 4 Semester Credits Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and kinetics. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM368 Physical Chemistry: Microscopic Theory 4 Semester Credits 39 Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics, molecular structure, spectroscopy, and statistical mechanics. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM370 BioOrganic Chemistry 4 Semester Credits The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical, and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics, and redox processes are studied in the context of information storage, transmission, expression, and control. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab) CHM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM430 Advanced Thermodynamic and Separation Lab 2 Semester Credits A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM440 Advanced Synthesis Lab 40 2 Semester Credits A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic chemistry. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM450 Advanced Spectroscopy and Computational Chemistry Lab 2 Semester Credits A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical principles. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM464 Advanced Organic Chemistry 4 Semester Credits Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and surface analysis methods are covered. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. (Spring) Core Curriculum Component: None 41 Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) CHM491 Chemistry Seminar 0.5 Semester Credits This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM494 Topics 2 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM497 Independent Study/Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) CHM499 Independent Study/Research 42 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) COM – Communication Studies COM100 Journalism Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM101 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM102 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM103 Forensics Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. 43 Core Curriculum Component: None Prerequisite(s): None COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits 44 Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: None Prerequisite(s): None COM260 Environmental Communication 4 Semester Credits We are bombarded with messages about the natural world every day from many different sources. Environmental communication comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper understanding of our relationship with the world around us. Core Curriculum Component: Humanities Prerequisite(s): None COM280 Introduction to Communication Studies 4 Semester Credits 45 An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM281 Research Methods 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level) COM295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM310 Family Communication 4 Semester Credits This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build an understanding of how we develop, maintain, enhance, or disturb family relationships through communication processes. Students will learn about theories focusing on the communication patterns and practices that constitute family life. Core Curriculum Component: None Prerequisite(s): None COM321 Business and Professional Speaking 4 Semester Credits Course explores the skills, research and forms of communication common in business and professional careers. Students will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also 46 includes common uses of social media research, organizational communication theory, power and communication structures, and the styles and techniques of effective management/leadership. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking) COM329 Intercultural Communication 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods) COM355 47 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM405 Nonverbal Communication 4 Semester Credits This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. Core Curriculum Component: None Prerequisite(s): COM281(Research Methods) COM415 Advanced Critical Media Studies 4 Semester Credits 48 This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media) COM480 Public Relations/Promotional Communication 4 Semester Credits Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 49 CSC – Computer Science CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170 Introduction to Programming 4 Semester Credits A study of problem-solving, algorithm development, and programming using a high-level programming language. Concurrent registration in CSC170L is required. It is recommended that students complete CSC160 prior to enrolling in CSC170. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170L Introduction to Programming Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC210 Data Structures 4 Semester Credits Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to Programming) CSC210L Data Structures Lab 0 Semester Credits Core Curriculum Component: None 50 Prerequisite(s): CSC210(Data Structures) *concurrent registration is required* CSC240 Intro to Networking and Communications 4 Semester Credits Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) CSC250 Game Programming on the Web 4 Semester Credits An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC310 Introduction to Data Science 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of CSC352(Database Management and Design), MIS270(Data Management for Business) CSC320 Algorithms 51 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Students who have not completed MAT171 should be concurrently enrolled in MAT171 or MAT271. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC345 Principles of Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC352 Database Management and Design 4 Semester Credits Structure of database management systems, query facilities, file organization and security, and the development of database systems. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC353 Database Architecture and Design 4 Semester Credits An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms) CSC385 52 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures) CSC395 Topics in Computer Science 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization) CSC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. 53 Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC450 Programming Languages and Compilers I 4 Semester Credits Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. Core Curriculum Component: None Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC320(Algorithms), CSC345(concurrent enrollment or prior completion) *concurrent registration is required* CSC451 Programming Languages and Compilers II 4 Semester Credits Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. Core Curriculum Component: Keystone Prerequisite(s): CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC495 Advanced Topics in Computer Science 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization) CSC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 54 DAK - Dakota DAK111 Beginning Dakota I 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None DAK112 Beginning Dakota II 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): DAK111(Beginning Dakota I) ECO – Economics ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 55 ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO350 Labor Economics 56 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 57 Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III), MAT246(Linear Algebra) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS – Continuing Education ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE 58 Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS509CE Paideia: Guided Reading for Great Ideas 2 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE Paideia: Advancing Student Learning Through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Onsite Training 2 Semester Credits Core Curriculum Component: None 59 Prerequisite(s): None ECS543CE Paideia Institute- variable credit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 4 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC cont ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS590CE Topics Grad Edu, General and TPT Cont Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1stand2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None 60 ECS598CE Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS599CE Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC – Education EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC200 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 61 Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC295 Topics in Education 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDC330 62 Building the Public Good: Public Achievement and Organizing: Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required* EDC331 Practicum in Public Achievement-Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement setting is required. Core Curriculum Component: None Prerequisite(s): None EDC332 Building the Public Good: Public Achievement and Organizing: Seminar II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required* EDC333 Practicum in Public Achievement-Practicum II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement) EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None 63 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC410 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC481 Student Teaching: Initial License (12-14 weeks) 8 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits) EDC482 Student Teaching: Endorsement 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits) EDC483 Student Teaching: Initial License in PE, Music, Art, or ESL 12 Semester Credits Full-time, supervised classroom experience. Required for licensure. 64 Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits) EDC484 Student Teaching: Initial License - Extended Experience (16 weeks) 12 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC501 Graduate Pro-Seminar 1 Semester Credits 65 Core Curriculum Component: None Prerequisite(s): None EDC514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC522 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC553 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC566 66 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of “who am I as a leader”. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC585 Navigating the Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor) EDC588 Topics 2 Semester Credits Core Curriculum Component: None 67 Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC590 Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 68 EDC998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU – Education EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDU499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU599 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EED – Education EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. 69 Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): None EED225 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. 70 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED325 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED326 Elementary Reading K-6 Field Experience 1 Semester Credits Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 71 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 72 EED370 K-6 Methods: Social Studies/Thematics 2 Semester Credits Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) 73 EED495 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED499 Independent Study/Research * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED524 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED550 K-6 Methods: Mathematics 74 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL – English ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Developmental Writing 4 Semester Credits A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is C-. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing 4 Semester Credits 75 Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is C-. Core Curriculum Component: None Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level) ENL112 Advanced Effective Writing 4 Semester Credits Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the University. The minimum passing grade is C-. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL221 Intermediate Expository Writing About the Arts 76 4 Semester Credits A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL227 Journalism 4 Semester Credits An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL228 Broadcast and Online Journalism 4 Semester Credits This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL229 77 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None ENL240 Introduction to Literary Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL242 Electronic Literature 4 Semester Credits Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL250 American Voices 4 Semester Credits 78 American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL251 Introduction to African American Literature 4 Semester Credits This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL255 American Indian Literature 4 Semester Credits American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL260 Authors 4 Semester Credits A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL270 Themes 79 4 Semester Credits This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL280 Genres 4 Semester Credits Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL290 Explorations in Language and Theory 4 Semester Credits An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL291 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL299 Directed Study 4 Semester Credits 80 Core Curriculum Component: None Prerequisite(s): None ENL320 Fiction One 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL321 Fiction Two 4 Semester Credits A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. Core Curriculum Component: None Prerequisite(s): ENL320(Fiction One) ENL322 Poetry One 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL323 Poetry Two 4 Semester Credits In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. Core Curriculum Component: None Prerequisite(s): ENL322(Poetry One) ENL324 Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. 81 Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL327 Advanced Reporting 4 Semester Credits This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. Core Curriculum Component: None Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) ENL329 Screenwriting II 4 Semester Credits In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to gain a better understanding of the aesthetics, craft, and form of screenwriting. Core Curriculum Component: None Prerequisite(s): ENL229(Screenwriting) ENL330 82 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL332 British Literature: Renaissance and Reformation 4 Semester Credits A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL333 British and American Literature of the 17th and 18th Centuries: Strange Shores 4 Semester Credits British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None 83 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL336 Age of Victoria 4 Semester Credits If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL338 British and Commonwealth Drama 4 Semester Credits A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL339 Modern British and Irish Writers 4 Semester Credits 84 Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL350 Readings in African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL351 19th Century American Literature 4 Semester Credits Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL352 American Literature from 1900 to 1945 4 Semester Credits Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL353 85 American Literature from 1945 4 Semester Credits Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL358 Readings in American Drama 4 Semester Credits A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), 86 ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL362 Renaissance to Modern Literature 4 Semester Credits Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Post Colonial Fiction 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, 87 culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL367 Women and Fiction 4 Semester Credits The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL368 Readings in World Dramas 4 Semester Credits A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), 88 ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL385 Language and Power 4 Semester Credits Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL391 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL394 Composition Theory and Practice 4 Semester Credits Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), 89 ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL395 Topics 4 Semester Credits Individual courses designed to investigate specific themes, movements, authors, or works. Core Curriculum Component: None Prerequisite(s): None ENL396 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL410 Advanced Studies in Literature 4 Semester Credits Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The 90 Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL420 Advanced Studies in Writing 4 Semester Credits The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I) ENL427 Advanced Studies in Media , Ethics, and Theory 4 Semester Credits This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting) ENL430 Advanced Studies in Theory and Method 4 Semester Credits Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), 91 ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL526 Literary Translation Practicum 4 Semester Credits A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a major literary work. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL527 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None 92 Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL528 Publishing II 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL531 Residency in Creative Writing: Fiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL532 Residency in Creative Writing: Nonfiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL533 Residency in Creative Writing: Poetry 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None 93 ENL534 Residency in Creative Writing: Screenwriting 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL535 Residency in Creative Writing: Playwriting 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL536 Residency in Creative Writing: Multi-Genre 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL541 Mentorship and Critical and Creative Reading: Fiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. 94 Core Curriculum Component: None Prerequisite(s): None ENL542 Mentorship and Critical and Creative Reading: Nonfiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL543 Mentorship and Critical and Creative Reading: Poetry 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL544 Mentorship and Critical and Creative Reading: Screenwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL545 Mentorship and Critical and Creative Reading: Playwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by 95 writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL546 Mentorship and Critical and Creative Reading: Multi-Genre 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL547 Craft Paper: Fiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL548 Craft Paper: Nonfiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL549 Craft Paper: Poetry 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL550 96 Craft Paper: Screenwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL551 Craft Paper: Playwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL552 Craft Paper: Multi-Genre 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL553 Thesis: Fiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL541(Corequisite for first registration in ENL553) *concurrent registration is required* ENL554 Thesis: Nonfiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s 97 primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL542(Corequisite for first registration in ENL554) *concurrent registration is required* ENL555 Thesis: Poetry 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL543(Corequisite for first registration in ENL555) *concurrent registration is required* ENL556 Thesis: Screenwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL544(Corequisite for first registration in ENL556) *concurrent registration is required* ENL557 Thesis: Playwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL545(Corequisite for first registration in ENL557) *concurrent registration is required* ENL558 98 Thesis: Multi-Genre 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL546(Corequisite for first registration in ENL558) *concurrent registration is required* ENL559 Thesis 3 Semester Credits Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis: Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre) ENL561 Mentorship and Critical and Creative Reading - Half-time: Fiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None 99 Prerequisite(s): None ENL563 Mentorship and Critical and Creative Reading - Half-time: Poetry 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL565 Mentorship and Critical and Creative Reading - Half-time: Playwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by 100 writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENV – Environmental Studies ENV100 Environmental Connections 4 Semester Credits An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV120 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Concurrent registration in ENV120L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ENV120L Environmental Science Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required* ENV310 Environmental Studies Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand environmental issues in the United States or various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change) ENV396 101 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 102 ESE – Education ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits 103 Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE325 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits 104 Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 105 ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESE498 106 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESL – Education ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. 107 Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. 108 Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) ESL489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESL490 Language, Culture, and Schools 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: Keystone Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESL510 History and Structure of the English Language 3 Semester Credits 109 This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FAR – Farsi FAR111 Beginning Farsi I 110 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FAR112 Beginning Farsi II 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 2 Prerequisite(s): FAR111(Beginning Farsi I) FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIA – Fine Arts FIA206 Sights and Sounds of Europe 4 Semester Credits FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation. Core Curriculum Component: Fine Arts Prerequisite(s): None FIN – Finance FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 111 Financial Management 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FLM – Film FLM110 112 Film Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None FLM124 Monster Movies 4 Semester Credits Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM216 Film Production I 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM230 113 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: Augsburg Experience Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Film Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 Film Production II 4 Semester Credits This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM348 Intermediate Video Production 114 4 Semester Credits This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM372 Producing for Film and Television 4 Semester Credits This course investigates the role of the producer in film and television: to create, organize, and manage productions. Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day activities, legal and rights management, to marketing and distributing the finished work. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Junior of senior standing required Core Curriculum Component: None Prerequisite(s): None FLM420 115 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE – French FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 116 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits 117 Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 French Civilization Today 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 118 Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER – German GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) 119 GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) 120 GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 121 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GRK – Greek GRK113 Beginning New Testament Greek I 4 Semester Credits The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): None GRK114 Beginning New Testament Greek II 4 Semester Credits The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): GRK113(Beginning New Testament Greek I) GST – General Studies GST009 Augsburg Experience Internship 0 Semester Credits 122 A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST100 Critical Thinking 4 Semester Credits Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of C- or better. Students waived from this course may take this class only with permission of the instructor. Core Curriculum Component: None Prerequisite(s): None GST108 AVID Elective 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Integrated Studies 4 Semester Credits This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This course may not be taken by students who have completed 28 credits. Core Curriculum Component: None Prerequisite(s): None GST195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST200 Quantitative Reasoning/Statistical Literacy 4 Semester Credits This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving 123 statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) GST219 Black Music 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Semimar 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST458 Mayo Innovation Scholars Program 2 Semester Credits Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details. Core Curriculum Component: None Prerequisite(s): CONSENT(Application to program required) HIS – History HIS101 The Beginning of Western Culture 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None 124 HIS102 The Shaping of Western Civilization 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 The Modern World 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 Decolonizing Asia and Africa 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 America to 1815 4 Semester Credits A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. Core Curriculum Component: Humanities Prerequisite(s): None HIS121 19th-Century United States 4 Semester Credits A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. Core Curriculum Component: Humanities 125 Prerequisite(s): None HIS122 20th-Century United States 4 Semester Credits A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. Core Curriculum Component: Humanities Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS150 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. 126 Core Curriculum Component: Humanities Prerequisite(s): None HIS170 Food: A Global History 4 Semester Credits This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular groups. In short, food is at the center of human existence, and human history can be told as a story of how food has been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production, trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of historical thinking, using the “IGRASP” methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.) Core Curriculum Component: Humanities Prerequisite(s): None HIS195 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Minnesota History 4 Semester Credits 127 This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Core Curriculum Component: Humanities Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 History of African American Civil Rights, 1619-1915 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 History of African American Civil Rights, 1915-1972 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. 128 Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS280 The History Workshop 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS282 The History of Women Since 1848 4 Semester Credits This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS300 Public History 4 Semester Credits Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): None HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None 129 Prerequisite(s): None HIS316 Nature, Cities, and Justice: U.S. Urban Environmental History 4 Semester Credits This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, environmental health and the human body, and the relationships shared by American culture with nature. Core Curriculum Component: None Prerequisite(s): None HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. Core Curriculum Component: None Prerequisite(s): None HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): None HIS331 Topics in United States History 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS332 History of United States Foreign Relations 4 Semester Credits A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. 130 Core Curriculum Component: None Prerequisite(s): None HIS335 American Urban History 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): None HIS336 American Labor History 4 Semester Credits A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. Core Curriculum Component: None Prerequisite(s): None HIS338 American Legal History 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): None HIS343 Empires and Borderlands in North America 4 Semester Credits This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers, the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders with Mexico, Canada, and the Pacific World. Core Curriculum Component: None Prerequisite(s): None HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None 131 Prerequisite(s): None HIS348 Russia and the Soviet Union in the 20th Century 4 Semester Credits An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): None HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): None HIS354 Modern Britain and Ireland 4 Semester Credits 132 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): None HIS355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS361 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. 133 Core Curriculum Component: None Prerequisite(s): None HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HIS370 The Late Middle Ages to 1648 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): None HIS374 Medieval Crusades 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): None HIS378 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) HIS397 Internship 2 Semester Credits 134 Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS462 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: None Prerequisite(s): None HIS468 Modern Middle East 4 Semester Credits This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late 18th century until the present. Core Curriculum Component: None Prerequisite(s): None HIS474 World and the West 4 Semester Credits 135 Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. Core Curriculum Component: None Prerequisite(s): None HIS480 History Senior Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop) HIS497 ACTC Museum Fellows Program 4 Semester Credits This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is followed in the spring by a one-semester, paid external internship. Students are placed with external partners who identify as museums or cultural institutions. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) HIS498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON – Honors HON100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another term. Core Curriculum Component: None 136 Prerequisite(s): None HON111 Effective Writing for Liberating Letters 4 Semester Credits This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is C-. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level) HON120 The Scholar Citizen 4 Semester Credits An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Concurrent registration in HON120L is required. (Includes theater lab) Core Curriculum Component: None Prerequisite(s): None HON120L The Scholar Citizen Theatre Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required* HON130 Liberating Letters: Humanist Tradition 4 Semester Credits Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits Honors version of REL 200. See REL 200 for content and requirements. Core Curriculum Component: Search for Meaning II 137 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) HON220 The Scholar Scientist 4 Semester Credits Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HON221 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HON230 Arts and the City 4 Semester Credits Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240 Science, Technology, and Citizenship 4 Semester Credits Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. Concurrent registration in HON240L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240L Science, Technology, and Citizenship Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science, Technology, and Citizenship) *concurrent registration is required* HON250 138 The Social Scientist 4 Semester Credits Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON260 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 260. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON340 Junior Colloquium: The Scholar as Leader 0 Semester Credits Taught by the dean and/or president of the University, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N) Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON375 Student Created Learning Experience 0 Semester Credits This course will only be used for student created learning experiences that fulfill the Recreational Wellness requirement. Core Curriculum Component: Recreational Wellness Prerequisite(s): None HON380 Student Created Learning Experience 1 Semester Credits May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use traditional or P/N grading options). Core Curriculum Component: None Prerequisite(s): None 139 HON450 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON470 Student/Faculty Collaboration: Research Thesis Requirement 0 Semester Credits Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit, P/N only) Core Curriculum Component: None Prerequisite(s): None HON490 Honors Senior Seminar 4 Semester Credits This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 140 HPE – Health, Physical Education and Exercise Science HPE104 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) Core Curriculum Component: Foundations of Wellness Prerequisite(s): None HPE110 Personal and Community Health 4 Semester Credits Concepts and practices of health and healthful living applied to the individual and the community. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE114 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE205 Introduction to Health, Physical Education, and Exercise Science 141 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE220 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE275 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring) Core Curriculum Component: None Prerequisite(s): HPE114(Health and Safety Education) HPE275L Prevention and Care of Athletic Injuries Lab 0 Semester Credits 142 Core Curriculum Component: None Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training) HPE304 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE305 Stress Management 2 Semester Credits This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) 143 Core Curriculum Component: None Prerequisite(s): None HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE324 K-6 PE Games and Activities 2 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE334 7-12 Sport Skills and Activities 2 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) 144 Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE335 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE336 Trekking the Mountains: An Outdoor Cultural Excursion 4 Semester Credits A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the excursion. Core Curriculum Component: None Prerequisite(s): None HPE340 Organization and Administration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Concurrent registration in HPE350L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE350L Kinesiology Lab 0 Semester Credits 145 Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE351 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Concurrent registration in HPE351L is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology) HPE351L Physiology of Exercise Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required* HPE357 Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None 146 Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 147 HPE410 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE452 Advanced Biomechanics 2 Semester Credits This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion analysis software and applied to physical education and health and fitness professions; particularly in terms of sports movement technique, common sports injury mechanisms, and injury prevention. Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) HPE473 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 148 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM – Humanities HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as 149 sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to 1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS – Interdisciplinary Studies INS198 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS222 The Nobel Laureates: Religious and Political Perspectives 4 Semester Credits Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or can be taken concurrently). Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion, Vocation, and the Search for Meaning I+II) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable* INS225 Introduction to Islam 150 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS233 Women: A Cross Cultural Perspective 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS294 Career Exploration in Financial Services 151 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education,Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 152 INS317 Understanding the Northern Ireland Conflict 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS327 Environment and Agriculture: Agroecosystems in Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS328 Justice and the US Food System 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS330 Arts Praxis: Social Justice Theory and Practice in the Field 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Art and Culture in Political, Social and Historical Context 4 Semester Credits Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS334 From Consumers to Creators 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS335 153 Digital Laboratory 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS342 River Politics Field Seminar 4 Semester Credits In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. Core Curriculum Component: Augsburg Experience Prerequisite(s): POL241(Environmental and River Politics) INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability, Ecology, and New Zealand Environmental Policy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS349 Maori Perspectives, Pluralism, and National Identity 4 Semester Credits Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Core Curriculum Component: None Prerequisite(s): None INS351 Social Dimensions of Environmental Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS352 154 Field Research Methods and Investigation 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS353 Adaptive Ecosystem Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Workshop in Fiction, Poetry, and Creative Nonfiction 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Creative Writing in Political, Social, and Historical Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Inequality in America: A Political Economy Approach 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Political Sociology of Building Power, Change, and Equity 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 155 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS369 Politics and Development in Ecuador 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 The Scandinavian Welfare States in an Age of Globalization 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 Challenges of a Changing Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS387 Integration Seminar: Advanced Internship: Theory and Practice 4 Semester Credits 156 Core Curriculum Component: None Prerequisite(s): None INS391 Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement 6 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 157 Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY – Keystone KEY470 Creating Life in the Arts: Exploration and Reflection on Vocation 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection. 158 Core Curriculum Component: Keystone Prerequisite(s): None KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT – Latin LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 1 Prerequisite(s): None LAT102 Beginning Latin II 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 2 Prerequisite(s): LAT101(Beginning Latin I) 159 LST – Leadership Studies LST205 Introduction to Leadership Studies 4 Semester Credits This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership theories, their definitions, and their theoretical strengths and weaknesses. Core Curriculum Component: None Prerequisite(s): None LST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT – Mathematics MAT103 Prealgebra 3 Semester Credits A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT 160 103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): MPL(Math Placement Level 1) MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2) MAT110 Finite Mathematics 4 Semester Credits Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business, economics, and social science, with an emphasis on developing quantitative skills needed for further study in those areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets, counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) MAT111 Mathematics in Society 4 Semester Credits Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics (MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of C- or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) 161 MAT137 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT138 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent registration is required* MAT145 Calculus I 4 Semester Credits Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to integrals. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT146 Calculus II 4 Semester Credits Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals, differential equations, infinite series, and polar curves. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) 162 MAT163 Introductory Statistics 4 Semester Credits Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals, hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT164 Introductory Statistics for STEM 4 Semester Credits Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation, experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group) MAT171 Discrete Mathematics For Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to MAT171. Students who have completed MAT271 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT173 Mathematics of Finance 4 Semester Credits Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. 163 Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus any theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT213 Data Visualization and Statistical Computing 4 Semester Credits Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating animated Gifs. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MPL(Math Placement Level 4) MAT245 Calculus III 4 Semester Credits Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT246 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures) MAT252 Exploring Geometry 4 Semester Credits 164 Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT271 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT273 Statistical Modeling 4 Semester Credits Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships among quantitative response variables and categorical predictor variables. This course includes several small group projects culminating with a final group project. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis) MAT287 History of Mathematics 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT304 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures) 165 MAT314 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures) MAT324 Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT355 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); CSC170(Introduction to Programming), MAT146(Calculus II) MAT363 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Core Curriculum Component: None Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) 166 MAT369 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III) MAT373 Probability Theory 4 Semester Credits Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of random processes, expectation, moment generating functions, and the Central Limit Theorem. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT374 Statistical Theory and Applications 4 Semester Credits Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals, hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended for students with some background in elementary statistics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I) MAT377 Operations Research 4 Semester Credits Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra) MAT394 Topics in Statistics 167 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT491 Mathematics Colloquium 0 Semester Credits 168 Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor) MBA – Master of Business Administration MBA510 Applied Managerial Economics 3 Semester Credits Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Core Curriculum Component: None Prerequisite(s): 1 of MBAMATALL(MBA Math - All Sections), MBAMATECO(MBA Math - Economics Section) MBA520 Accounting for Business Managers 3 Semester Credits 169 This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal decision-makers use accounting information both to make decisions and to evaluate results of those decisions. Managerial Accounting focuses on the development, interpretation, and application of accounting information for managerial decision-making. The course stresses the use of financial and non-financial information within a variety of organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages between accounting information and management planning through cost analysis, operational and capital budgeting and performance measurement. Core Curriculum Component: None Prerequisite(s): 1 of MBAMATACC(MBA Math - Accounting Section), MBAMATALL(MBA Math - All Sections) MBA530 Managerial Finance 3 Semester Credits Business Managers need to understand the fundamentals of financial management for optimal decision making. This course covers the major topics in Finance that a business manager is likely to come across. The course begins with an introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return, security/corporate valuation, strategic investment and financing decisions. Core Curriculum Component: None Prerequisite(s): 1 of MBAMATALL(MBA Math - All Sections), MBAMATFIN(MBA Math - Finance Section) MBA532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None Prerequisite(s): None MBA535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None Prerequisite(s): None MBA540 170 Business and Professional Ethics 3 Semester Credits The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically, and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 Organizational Behavior 3 Semester Credits In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and development in business and industry, including the conceptual integration and application of these theories. We will often challenge the traditional assumptions of management by discussing current management and organization behavior theories, innovations, trends, and the issues faced by today’s managers. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. Core Curriculum Component: None Prerequisite(s): None MBA560 Communication Issues in Management 3 Semester Credits An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. 171 Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits Apply analytical thinking to a variety of business problems and understand the need for analytical models for business decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics: Regression Analysis, Forecasting, Project Management, and Inventory Control. Core Curriculum Component: None Prerequisite(s): 1 of MBAMATALL(MBA Math - All Sections), MBAMATSTA(MBA Math - Statistics Section) MBA580 Management Consulting Project 3 Semester Credits MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of your graduate business education in a summative project. The projects include strategic planning, business plans, marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your MBA program learning to an actual business organization with real issues and opportunities involving multiple functions. Field Study teams of four to five students will work as management consultants on comprehensive projects for local businesses or community organizations. Core Curriculum Component: None Prerequisite(s): None MBA583 Entrepreneurship: Execution, Planning & Strategy 3 Semester Credits This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): MBA595(Strategic Management) MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in the next three courses. Core Curriculum Component: None 172 Prerequisite(s): None MBA595 Strategic Management 3 Semester Credits We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly. These organizations continually adapt to new circumstances, usually coordinating change in a variety of different functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. Student learning experience two is embedded in this course using a business simulation. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MCN – McNair Program MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and 173 accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MDC – Minnesota Department of Corrections Program MDC094CE Everyday Mathematics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC101CE Lifetime Fitness 2 Semester Credits IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills in each area is presented, the student will develop a plan for implementation. The course will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control. Core Curriculum Component: None Prerequisite(s): None MDC102CE Mathematical Thinking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC103CE World Civilizations Since 1500 4 Semester Credits IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title changed from World Civilization II and The Modern World) Core Curriculum Component: None Prerequisite(s): None MDC104CE College Mathematics 4 Semester Credits 174 Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions, inverse relations, function operations, complex numbers, and systems of equations. Core Curriculum Component: None Prerequisite(s): None MDC105CE General Psychology 4 Semester Credits IHCC Equivalent: PSYC 1101 General Psychology Presents a survey of psychology including theoretical and experimental findings and applications. Topics include research methodology, the nervous system, perception, cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their treatment, attitudes, social influence and growth processes. Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology (with lab) 4 Semester Credits Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology (with lab) 4 credits; 3 classroom hours/week; 2 lab hours/week Examines the Earth's planetary materials and processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies to the succession of plants and animals evidenced in the fossil record and the processes which have altered the character of the Earth's continents and oceans through time. Core Curriculum Component: None Prerequisite(s): None MDC1101CE Introduction to Political Science 3 Semester Credits IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and methods in Political Science with an emphasis on political ideologies, political behavior, comparative government, international relations (including causes of war and peace) and relevant social science theory. The course also will examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and non-democratic governments. Core Curriculum Component: None Prerequisite(s): None MDC1102CE 175 Beginning Spanish II 3 Semester Credits IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and sensitivity are important aspects of this language course. Core Curriculum Component: None Prerequisite(s): None MDC1107CE Art from Renaissance to Present 3 Semester Credits IHCC Equivalent: ART 1107 Art from Renaissance to Present 3 cr Explores major works in painting, sculpture, architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will be studied. Core Curriculum Component: None Prerequisite(s): None MDC110CE Small Business, Start-Up 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC1111CE Beginning Spanish I 5 Semester Credits IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the Spanish-speaking countries are introduced to develop cultural understanding and sensitivity. Core Curriculum Component: None Prerequisite(s): None MDC111CE Writing and Research Skills 4 Semester Credits Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC1125CE Creative Problem Solving 176 3 Semester Credits MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives. Students will study findings of current problem-solving research and apply them to ethical and international problems. The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics of problem-solving, hypothesis testing, and decision-making. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 3 Semester Credits IHCC Equivalent: COMM 1110 Public Speaking 3.0 cr Is the introductory study of the theory and practice of public speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and many other contexts in today's society. Students will learn about the different types of public speeches commonly encountered and learn how to research, organize and write their ideas into clear and understandable forms of public communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be required to speak and participate often and will also be required to present their speeches in a classroom setting with an audience of their peers and an instructor. Core Curriculum Component: None Prerequisite(s): None MDC1131CE World Politics 3 Semester Credits IHCC Equivalent: POLS 1131 World Politics 3 cr Requires students to examine and compare the major issues, conflicts and challenges facing today’s global political environment. The course will focus on the following main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related institutions and processes, public policies and social scientific theory while examining their own political values, experiences and behaviors. Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disciplines 2 Semester Credits IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary sources with focus on writing in students' academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 4 Semester Credits 177 Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG 1108. Core Curriculum Component: None Prerequisite(s): None MDC1152CE Leadership Skills Development 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Sociology 4 Semester Credits MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4.0 sem cr Emphasizes methods, basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American government, family, education, religion, and the economy. Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC1230CE Psychology of Death, Dying and Loss 3 Semester Credits IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss 3cr Emphasizes a psychological approach to death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity to confront and explore personal attitudes and feelings. Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 178 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC129CE Mathematics for the Liberal Arts 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC130CE Family and Society 4 Semester Credits IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship violence, resingling, and other relevant topics. Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government and Politics 4 Semester Credits IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the legislative, executive, and judicial branches. Core Curriculum Component: None Prerequisite(s): None MDC1400CE Energy, Environment and Climate 4 Semester Credits 179 IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term trends, including global climate change. Climatology relative to the United States will be examined in the context of extreme weather and alternative energy source potential. Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE Educational Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business in Society 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC201CE Legal Environment of Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC204CE History of Rock and Roll 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC210CE 180 Educational Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC222CE History of the United States Since 1865 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC240CE Introduction to Literary Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC241CE Introduction to Film 181 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC251CE Environmental Science (with lab) 4 Semester Credits IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab included. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 3 Semester Credits IHCC Equivalent: COMM 1100 Interpersonal Communication 3.0 cr Is a course that helps students recognize that we live and work in relationship with others and must communicate effectively with them to achieve our goals. This class helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends, and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in their relationships through active practice. Students will participate in multiple activities, both in and outside the classroom setting, to build their interpersonal communication skills. Core Curriculum Component: None Prerequisite(s): None 182 MDC255CE Small Group Communication 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC256CE Religions and Society 4 Semester Credits This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities 4 Semester Credits IHCC Equivalent: SOC 1127 Social Inequalities (4 sem cr) Describes and analyzes selected inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequality-racism; and gender inequalitysexism. Core Curriculum Component: None Prerequisite(s): None MIS – Management Information Systems MIS260 Problem Solving for Business 4 Semester Credits This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits 183 Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 184 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group); MIS260(Problem Solving for Business) MIS475 Systems Analysis and Design 4 Semester Credits Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce) MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS479 Business Analytics 4 Semester Credits Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each model studied. Core Curriculum Component: None 185 Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT - Marketing MKT252 Principles of Marketing 4 Semester Credits Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 186 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing and communications. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. 187 Core Curriculum Component: None Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ML – Master of Arts in Leadership ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None Prerequisite(s): None ML510 Visions of Leadership: A Historical and Literary Journey 3 Semester Credits Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits 188 Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Responsible Leadership for the 21st Century 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Evaluating Empirical Research 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity and Values: Keys to Authentic Leadership 3 Semester Credits Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make it reality. Core Curriculum Component: None Prerequisite(s): None ML523 Leading Authentically 3 Semester Credits Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course, students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop a leadership plan that honors their authentic selves. Core Curriculum Component: None Prerequisite(s): None 189 ML527 Spirituality and Leadership in the Workplace 3 Semester Credits The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. 190 Core Curriculum Component: None Prerequisite(s): None ML538 Communication Skills for Leadership 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML540 Political Leadershp: Theory and Practice 3 Semester Credits Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. 191 Core Curriculum Component: None Prerequisite(s): None ML550 Communication, Decision Making, and Technology 3 Semester Credits Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. Core Curriculum Component: None Prerequisite(s): None ML553 Design and Leadership 3 Semester Credits A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership. Core Curriculum Component: None Prerequisite(s): None ML557 Language of Leadership 3 Semester Credits Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. Core Curriculum Component: None Prerequisite(s): None ML560 Cultural Competence and Effective Leadership 3 Semester Credits This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits 192 This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None 193 ML576 Leading Innovation 3 Semester Credits Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully leading innovation efforts. Core Curriculum Component: None Prerequisite(s): None ML577 Universal Responsibility and Leadership: A Nicaraguan Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML580 Colloquium on Contemporary Theories of Leadership 3 Semester Credits Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML505) Core Curriculum Component: None Prerequisite(s): 1 of ML505(Foundations of Leadership), ML510(Visions of Leadership: A Historical and Literary Journey) ML585 Integrating the Theory and Practice of Responsible Leadership 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML588 Final Project Seminar: Action Research 3 Semester Credits 194 In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None 195 Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None ML998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUE – Music MUE111 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 1 Semester Credits The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits 196 This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. 197 Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 198 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) 199 MUP – Music MUP111 Performance Study: Voice 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP122 Performance Study: Viola 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 200 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour 201 lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP134 Performance Study: Saxophone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP136 Performance Study: Harpsichord 1 Semester Credits 202 Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP141 Performance Study: Trumpet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP143 203 Performance Study: Baritone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 1 Semester Credits Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply). Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 204 2 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP191 Performance Study: Harp 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None 205 MUP192 Performance Study: Improvisation 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 2 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) 206 MUP321 Performance Study: Violin 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 207 Performance Study: Oboe 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 208 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP336 Performance Study: Harpsichord 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 Performance Study: Horn 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 1 Semester Credits 209 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP352 Performance Study: Piano 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 2 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus 210 studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance 211 jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS – Music MUS113 Music Theory and Aural Skills I 4 Semester Credits Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear training, piano courses) students will “do what musicians do.” The students will build musical comprehension by hearing, reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through and beyond music. Core Curriculum Component: None Prerequisite(s): None MUS114 Music Theory and Aural Skills II 4 Semester Credits Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on developing a more refined understanding of the musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS130 Introduction to Music in the Fine Arts 4 Semester Credits 212 E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): None MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS135(Class Piano 1) MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 4 Semester Credits 213 Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS162 Entrepreneurship for Creative Businesses 2 Semester Credits This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a creative passion into a career. Core Curriculum Component: None Prerequisite(s): None MUS205 Legal Issues in Music, Entertainment, and the Arts 4 Semester Credits This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS207 From Boogie Woogie to Rock & Hip Hop: The Culture, Artists, and Sounds of Pop Music 4 Semester Credits What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens of easily palatable and familiar sounds. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS213 Music Theory and Aural Skills III 4 Semester Credits Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of relevant musical works from a variety of musical traditions. Core Curriculum Component: None Prerequisite(s): MUS114(Music Theory and Aural Skills II) 214 MUS214 Music Theory and Aural Skills IV 4 Semester Credits Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form. We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS213(Music Theory and Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I) MUS231 History and Literature of Music, Antiquity to 1750 4 Semester Credits An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS232 History and Literature of Music, 1750 to Present 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None 215 Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS234 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II) MUS235 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2) MUS238 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits 216 This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS242 Jazz Improvisation 1 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and Aural Skills II) MUS251 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS252 Italian Diction 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS253 German Diction 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS254 French Diction 1 Semester Credits 217 Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS258 Class Guitar 2 1 Semester Credits This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings. Core Curriculum Component: None Prerequisite(s): MUS158(Class Guitar 1) MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None MUS272 Human Identity Through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS273 Functional Music Skills 2 Semester Credits This course will focus on development of basic functional music skills as required by the American Music Therapy Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano, guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and group music making in class. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS290 History of Caribbean Music 218 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS303 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS312 Composition II 2 Semester Credits 219 This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS315 Psychology, Culture, and Community in Music 2 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects and the functions of music in society. The course will also explore the use of music in community and community music therapy. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. 220 Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS335 Music Business 4 Semester Credits This course focuses on the recording industry. Topics include publishing, licensing, record label operations, music industry contracts, DIY record releases, performing rights organizations, distribution, and social media. Musical genres and historical periods are compared and analyzed. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS336 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS340 Music Therapy Methods I 4 Semester Credits This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy theory underlying these methods. This course is experiential in nature and also examines the student’s personal relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding repertoire and building musical skills required for implementing these methods in music therapy practice. Core Curriculum Component: None Prerequisite(s): MUS273(Functional Music Skills) 221 MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and Aural Skills II) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Methods II 4 Semester Credits This course provides an introduction and overview of compositional and improvisational music therapy methods. Application of improvisational and compositional methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to develop an evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS352 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None 222 Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS353 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 Junior Recital 0 Semester Credits 223 One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in music as well as a review of experimental research surrounding the influence music on behavior. Core Curriculum Component: None Prerequisite(s): None MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 Music Therapy Practicum 1 Semester Credits 224 Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS375 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS374(Music Therapy Practicum) MUS376 Music Therapy Assessment, Treatment and Clinical Processes 4 Semester Credits This course is a thorough exploration of the practice of music therapy from assessment, treatment planning, implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and development of assessment tools, effective documentation methods and practices, writing treatment plans to address a variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs. This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence. The role of the music, the client and the music therapist will also be explored in the context of clinical processes and clinical illustrations. Core Curriculum Component: None Prerequisite(s): MUS345(Music Therapy Methods II) MUS385 Music Therapy Clinical Improvisation 2 Semester Credits This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection between music-centered practice and improvisational methods. The course will focus on the clinical application of improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to design improvisational interventions for a wide range of clinical populations within the context of group and individual sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal techniques through these experiential learning opportunities. Core Curriculum Component: None Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II) MUS392 Topics 4 Semester Credits Core Curriculum Component: None 225 Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS408 Current and Future Issues in the Music Industry 2 Semester Credits A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and readings that examine different stake holders' perspectives of the current state of the industry. Core Curriculum Component: None Prerequisite(s): MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS335(Music Business), MUS336(Arts Management and Concert Promotion) MUS435 Voice Repertoire 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None 226 Prerequisite(s): None MUS456 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS375(Music Therapy Practicum) MUS475 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS474(Music Therapy Practicum) 227 MUS477 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS478 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS480 Music Therapy Senior Seminar 4 Semester Credits This course is the final course of your pre-professional academic development. This course provides an overview of many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics, professional development, board certification and developing professional presentations and materials. This course will also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of music to meet the specialized needs of clients. Core Curriculum Component: Keystone Prerequisite(s): MUS385(Music Therapy Clinical Improvisation) MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS483 Advanced Music Therapy Practicum 1 Semester Credits In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor. Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical 228 populations which require advanced skills and use of advanced music therapy methods (neurological music therapy, trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths, student needs, creation of well-rounded clinical experiences, and schedule. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation) MUS494 Music Teacher Performance Assessment & Student Teaching Seminar 2 Semester Credits Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching experience. Attributes of the successful novice educator and activities related to successful job acquisition are also discussed. Core Curriculum Component: None Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS503 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS505CE Contemporary Topics in Music Education 2 Semester Credits Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in music education in their respective teaching settings, including social justice and equity with diverse student 229 populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American music education in depth through discussion of their prevalence in the profession and relevance to their current teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to course concepts for implementation in their classrooms. Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required* MUS515 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 3 Semester Credits 230 This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS525 Cross-Cultural Awareness in Music Therapy 3 Semester Credits This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of skills in various ethnic musical forms. Core Curriculum Component: None Prerequisite(s): None MUS530 Music Therapy Ethics 2 Semester Credits This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital and social media use. Core Curriculum Component: None Prerequisite(s): None MUS535 Music Therapy Supervision and Professional Development 2 Semester Credits This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course includes an overview of various theories and models of music therapy supervision, with a focus on maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development. Core Curriculum Component: None Prerequisite(s): None MUS540 Music Therapy Research I 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. Core Curriculum Component: None 231 Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS546 Clinical Music Therapy Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS552 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS553 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by 232 individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS554 Advanced Music Therapy Clinical Improvisation 3 Semester Credits This course focuses on strengthening and deepening the connection between students’ musical skills and clinical application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques and methods for clinical improvisation through readings, case review, online discussions, and experiential learning. Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore advanced techniques and methods for clinical improvisation through researching a model of improvisation in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS555 Music Therapy, Spirituality, and Well-being 2 Semester Credits This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications surrounding this work. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS560 Music and Imagery 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None MUS565 Advanced Music Therapy with Infants, Children and Family Centered Care 2 Semester Credits This course provides an in-depth exploration of music therapy methods with infants, children and family centered care with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families. Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an integrative treatment team. 233 Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS570 Music, Neurology, and Physiology 3 Semester Credits This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS575 Music Therapy in Palliative Care 2 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice, ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and synthesis of clinical research surrounding palliative and end of life care. Core Curriculum Component: None Prerequisite(s): None MUS576 Music Therapy in Trauma Informed Care 3 Semester Credits This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being, relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage, isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence, supervision, consultation, and self-care will also be addressed. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II), MUS530(Music Therapy Ethics) MUS577 Instrumental Methods in Music Education 2 Semester Credits 234 Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS578 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS580 Transcultural Music Therapy I 4 Semester Credits This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the use of music in community and for healing within their culture. Music is explored as a means of understanding a culture, human interaction, communication, manner of fostering health and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required* MUS582 Transcultural Music Therapy II 4 Semester Credits This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction, communication, and utilized to foster health, healing and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS525(Cross-Cultural Awareness in Music Therapy) MUS585 Advanced Music Therapy Group Work 3 Semester Credits This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group practice. This course will also explore the use of musical and non-musical means of processing and deepening in the group process or experience. Core Curriculum Component: None Prerequisite(s): MUS510(Advanced Music Therapy Theory) 235 MUS590 Interdisciplinary Practice & Research Methods in Music Therapy 3 Semester Credits This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and challenges, indications and contraindications for this work will be discussed. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I) MUS595 Thesis or Final Project 2 Semester Credits This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's thesis requirement in an independent study format. This includes clarification of program expectations, review of literature, project and research development, academic and report writing, and advisory support and feedback. Core Curriculum Component: None Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II) MUS599 Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS –New Media NMS100 Journalism Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS101 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS102 236 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS220 Foundations of New Media 4 Semester Credits Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and historical developments of new media will be examined. Assignments will take the form of case studies, projects, and critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media. Core Curriculum Component: None Prerequisite(s): None NMS230 Social Media 4 Semester Credits Explore the form, function, and context of social media, social media theory, and effective strategies for using social media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the new medium. Includes practical hands-on experience creating and engaging with social media. Core Curriculum Component: None Prerequisite(s): None NMS242 Electronic Literature 4 Semester Credits Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None 237 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NMS260 New Media Production 4 Semester Credits Consider new media technologies and their uses in this introductory course in new media production. Work collaboratively and independently to produce new media works ranging from Internet memes to interactive videos. Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media principles, understand the importance of user, and learn to communicate ideas effectively. Core Curriculum Component: None Prerequisite(s): None NMS295 Topics in New Media 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS320 Contemporary New Media Practices 4 Semester Credits Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact, and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics, technoculture, genre revisionism, and mechanical reproduction. Core Curriculum Component: None Prerequisite(s): NMS220(Foundations of New Media) NMS375 Practicum 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS399 Internship 4 Semester Credits 238 Junior or senior standing required Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS490 Vocation and New Media 4 Semester Credits A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media), POL371(Topics) NMS495 Topics in New Media 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR – Norwegian NOR111 Beginning Norwegian I 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 1 Prerequisite(s): None NOR112 Beginning Norwegian II 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I) 239 NUR – Nursing NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR314 Self-Care I: Health of the Nurse 2 Semester Credits In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on the process. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) NUR315 Self-Care II: Health of the Nurse 2 Semester Credits 240 In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care. Core Curriculum Component: None Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable* NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 241 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits 242 This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P Practicum: Theoretical Foundations for Advanced Nursing Practice 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 243 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P Practicum: Research Methods in Nursing 1 Semester Credits This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students will design a research study proposal based on their nursing practice focus. Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits 244 The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): None NUR525P Practicum: Graduate Field Project 2 Semester Credits This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theorybased care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and 245 ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P Practicum: The Power of Ritual and Ceremony for Healing and Transformation 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. 246 Core Curriculum Component: None Prerequisite(s): None NUR541P Practicum: Politics of Health Care 1 Semester Credits This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits 247 Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 248 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR721 Practicum:Ancient Healing Practices & Modern Implications 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. Core Curriculum Component: None Prerequisite(s): None NUR731 Practicum:Dia de los Muertos 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Dia de los Muertos 2 Semester Credits 249 In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR741 Practicum:Health & Community Building in Guatemala 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None Prerequisite(s): None NUR762 Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Métis) and Formal Evidence 3 Semester Credits 250 This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice will be developed. Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to diverse cultural expressions of health and illness. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes 251 3 Semester Credits This course embraces a critical social approach to understanding health and illness embodied within populations and communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the underserved, and providing care and access to health resources is emphasized. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the seminars with faculty and peers. Core Curriculum Component: None Prerequisite(s): None NUR812 Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular focus on chapter one and two. Core Curriculum Component: None Prerequisite(s): None NUR816 Advanced Pathophysiology and Vibrational Energy Medicine 3 Semester Credits 252 This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances. Core Curriculum Component: None Prerequisite(s): None NUR817 Informatics and Health Policy: The Colonization of Knowledge 3 Semester Credits This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of advanced practice nurses. Core Curriculum Component: None Prerequisite(s): None NUR818 Pharmacotherapeutics I for Advanced Practice 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. Core Curriculum Component: None Prerequisite(s): None NUR819 Physical and Holistic Health Assessment 3 Semester Credits This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history. Core Curriculum Component: None Prerequisite(s): None NUR820 Integrative Illness Prevention and Wellness Promotion 3 Semester Credits This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can be impacted in a variety of cultures and populations through the life span and healthcare systems. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits 253 The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable* NUR822 Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three. Core Curriculum Component: None Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu) NUR824 Integrative Primary Care of Adults I 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion) NUR825 Integrative Primary Care of Adults II 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and also addressing women's health issues. Core Curriculum Component: None Prerequisite(s): NUR824(Integrative Primary Care of Adults I) NUR826 Pharmacotherapeutics II for Advanced Practice and Herbal Medicine 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout the life span. Core Curriculum Component: None Prerequisite(s): None 254 NUR827 Integrative Primary Care of Children 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the pediatric population with ongoing symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality, language and communication styles. Ethical implications of providing cultural and holistic care to marginalized populations will be examined. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR821(Second Year Doctoral Seminar) NUR832 Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four. Core Curriculum Component: None Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur) NUR841 Final Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the student's practicum experiences to complete their doctoral capstone project. During this seminar, students will complete their written scholarly paper describing their capstone project and present their scholarly project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar) NUR842 Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 255 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication. Core Curriculum Component: None Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur) NUR850 Integrative Primary Care of Adults Clinical I 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This course will also provide the student with clinical opportunities and direct patient care to provide the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative Primary Care of Adults I) *concurrent registration is required* NUR851 Integrative Primary Care of Adults Clinical II 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical and complementary and alternative management to disease states and body systems. The clinical management is an approach to treating the adult patient and women's health issues with chronic illness. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I) NUR852 Integrative Primary Care of Adults Clinical III 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care for clinical application of medical, complementary and alternative healthcare management of disease states and body systems. The clinical management is an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate safe and effective management strategies for patients requiring multiple pharmacological interventions. Core Curriculum Component: None Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II) NUR853 Integrative Primary Care of Children Clinical 2 Semester Credits 256 This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health within a pediatric population. Core Curriculum Component: None Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*; NUR827(Integrative Primary Care of Children) *concurrent registration is required* NUR854 Integrative Primary Care of Adults Clinical IV 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical, complementary and alternative healthcare management to disease states and body systems. Students will integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman, pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include evidence-based practice, management of complex pharmacological application, and the holistic approach to patient care. Core Curriculum Component: None Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative Primary Care of Children Clinical) NUR855 Integrative Primary Care of Adults Clinical V 2 Semester Credits This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and pharmacological prescribing practices into primary patient care. Core Curriculum Component: None Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV) NUR856 Leading Change Through the Lens of Wholeness: Clinical 1 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will provide the students clinical opportunities and direct patient care to provide the application of medical, complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptom and illness. This course will provide the student with the opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical), NUR861(NUR861 taken concurrently) *concurrent registration is required* NUR860 Through the Lens of Wholeness: A Human Approach 257 3 Semester Credits This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts, based on Evidence-Based and Metis-Based Evidence Practice. This case study application will develop critical spiritual, ethical, and integrative health clinical decision-making for the Family Nurse Practitioner. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR824(Integrative Primary Care of Adults I), NUR826(Pharmacotherapeutics II for Advanced Practice and Herbal Medicine), NUR850(Integrative Primary Care of Adults Clinical I) NUR861 Leading Change Through the Lens of Wholeness 2 Semester Credits This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills be examined. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical) NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None 258 Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None OJB – Ojibwe OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) PA – Physician Assistant Studies PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 259 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health care, and complimentary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. 260 Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics include dermatology, cardiology, pulmonology, gastroenterology, ophthalmology and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 10 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, hematology, nephrology, urology, endocrinology, and mental health. Geriatrics medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience with an older adult from the community. Units are attempted to coordinate with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are explored. Students will be introduced to topics in acute care including emergency medicine. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA542 Professional Issues 2 Semester Credits This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public health, and caring for diverse communities. Core Curriculum Component: None Prerequisite(s): None PA545 261 Clinical Phase Transition 2 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and verbal communication, professionalism and interpersonal skill development relating to the application of knowledge. Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA546 Clinical Practice Seminar I 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts encountered in clinical practice. Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA547 Clinical Practice Seminar II 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA546(Clinical Practice Seminar I) PA555 Research Tools for the Physician Assistant 2 Semester Credits The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge base. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA570 Interdisciplinary Perspectives on Aging 3 Semester Credits 262 This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Core Curriculum Component: None Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA602 General Surgery Clinical Practicum 263 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and 264 development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA608 Elective Clinical Practicum II 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA622 265 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): None PA998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI – Philosophy PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 266 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI180 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHI241 267 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. Core Curriculum Component: Humanities Prerequisite(s): None PHI295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None 268 PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI365 Philosophy of Science 4 Semester Credits The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None 269 Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures) PHI399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None 270 PHI499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY – Physics PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) PHY107 College Physics I 4 Semester Credits This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. High school trigonometry is required in preparation for this course. Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT114(Precalculus), MPL(Math Placement Group) PHY107L College Physics I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY107(College Physics I) *concurrent registration is required* PHY108 College Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) PHY108L 271 College Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY108(College Physics II) *concurrent registration is required* PHY116 Introduction to Physics 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* 272 PHY121L General Physics I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY121(General Physics I) PHY122L General Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits 273 An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II) PHY245L Modern Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required* PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is required. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY261(Electronics) *concurrent registration is required* PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize 274 approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY317(Biophysics) *concurrent registration is required* PHY320 Introduction to Space Science 4 Semester Credits A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. Concurrent registration in PHY327L is required. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required* PHY351 Mechanics I 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Fall) Core Curriculum Component: None 275 Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY352 Mechanics II 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY362 Electromagnetic Fields I 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY363 Electromagnetic Fields II 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHY396 Comprehensive Laboratory II 2 Semester Credits 276 Application of experimental techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II) PHY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY420 Plasma Physics 4 Semester Credits Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I) PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) 277 PHY486 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL – Political Science POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 278 Introduction to Political Science 4 Semester Credits An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None 279 Prerequisite(s): None POL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy-A Nicaraguan Case Study 4 Semester Credits Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and community groups working on alternative development policies. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits 280 Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None 281 Prerequisite(s): None POL357 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL359 Topics: Women in Comparative Politics 4 Semester Credits An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and 282 River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian 283 America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL391 Seminar 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits 284 Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) POL484 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone 285 Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY – Psychology PSY105 286 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY205 Culture and Psychology 4 Semester Credits Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development, emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for faculty-led study abroad programs. Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences Prerequisite(s): None PSY215 Research Methods and Statistics I 4 Semester Credits 287 Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis 288 Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Abnormal Psychology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY282 Industrial & Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group, and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 289 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits 290 Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY381 291 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling Psychology 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY397 Internship 292 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None 293 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY495 Clinical Research and Lab 4 Semester Credits Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on research projects. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) RLN – Religion RLN100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: None Prerequisite(s): None 294 RLN200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I) RLN201 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None RLN202 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN209 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None 295 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN214 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I) RLN216 Religion and Science in Popular Culture 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN221 Feminism and Christianity 4 Semester Credits Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN222 Spirituality, Religion, and Popular Culture 4 Semester Credits This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* 296 Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN230 Self, Sex & Sin: Human Person in Christian & Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN237 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN240 Religion and the Rise of Science 4 Semester Credits This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN243 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. 297 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN245 The Lutheran Heritage 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN251 The Bible in Culture and Counterculture 4 Semester Credits An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including the subversive role particular texts played as protest to the dominant culture in their original contexts and in later interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or undermine the prevailing social order. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN257 Heaven, Hell, and the End of the World 4 Semester Credits Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) 298 RLN261 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN272 Responsible Leadership in an Interfaith World 4 Semester Credits Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN275 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN276 World Religions 4 Semester Credits An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN290 Foundations for Public Ministry 4 Semester Credits 299 As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I) RLN295 Church: Past, Present, Future 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries. Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and “postmodern” Christians and churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I) RLN301 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN302 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN303 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 300 Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN319 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN330 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN331 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN333 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) 301 RLN336 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN340 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN342 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN343 Theology of Marriage and Family 4 Semester Credits An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN344 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 302 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN374 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN376 The Church and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) 303 RLN390 The Art of Public Ministry 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: None Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families) RLN399 Internship 4 Semester Credits The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an individualized reflection process with a faculty member round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices), YFM358(Life and Work of the Church) RLN400 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN401 Independent Study/Research 2 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN402 Independent Study/Research 4 Semester Credits 304 For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN406 Christensen Scholar Seminar II 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). 305 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN409 Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN441 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) SCI – Science SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) 306 Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI123 The Science of Food and Cooking 4 Semester Credits 307 A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI301 Science in the World 1 Semester Credits A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which explores modes of discourse and sets of expectations common to upper-level science courses. Core Curriculum Component: None Prerequisite(s): None SCI490 Integrated Science 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None SOC – Sociology SOC111 City Life: Introduction to Urban Sociology 308 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Sociology 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None SOC240 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 309 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Sexualities 4 Semester Credits What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None Prerequisite(s): None SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 310 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC349 Organizations and Society: Understanding Nonprofits and Corporations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society) SOC362 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society) SOC363 Research Methods 4 Semester Credits 311 Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC380 Disaster and Resilience 4 Semester Credits Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society) SOC381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None 312 Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society), URB111(City Life: Introduction to Urban Sociology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): None SOC390 Social Problems Analysis 4 Semester Credits How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC395 Mental Illness and Society 4 Semester Credits What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a social phenomenon. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 313 SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society) SPA – Spanish SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. 314 Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA206 Spanish for Health Care Professionals 4 Semester Credits Taught in Cuernavaca, Mexico. Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA220 Business Spanish 315 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 Spanish for Heritage Speakers I 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 316 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits 317 Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA334 Contemporary Mexican Literature 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA337 Mexican Civilizations and Cultures 318 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA352 Survey of Spanish Literature I 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA357 Central American Literature 4 Semester Credits 319 This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language Placement) SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE – Education SPE410 320 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 321 SPE430 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE434 Tchng Cont Area w/Lrng Disabilities 3 Semester Credits This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie) SPE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE499 322 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE501 Historical and Contemporary Issues in American Indian Education 4 Semester Credits This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE502 American Indians and Special Education 4 Semester Credits This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE503 Assessment of American Indian Learners 4 Semester Credits This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE504 Working with American Indian Families and Communities 4 Semester Credits This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families 323 and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE505 Manifestation of Multigenerational Trauma and Internalized Oppression 4 Semester Credits This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE506 Indigenous Learners 4 Semester Credits This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE507 Indigenous Methods of Instruction: Practical Application 4 Semester Credits Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE508 Professional Issues and Development 2 Semester Credits This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. 324 Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE509 Literacy Instruction for American Indian Learners with Exceptionalities 4 Semester Credits This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None 325 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits 326 Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP – Study Abroad SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): SPP(Study Abroad/Away Approval) SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP202 Study Abroad/Part Time 8 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK – Social Work SWK100 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None 327 Prerequisite(s): None SWK230 Global Peace and Social Development 4 Semester Credits This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None SWK240 Intergroup Dialogue 4 Semester Credits In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and narratives from historical, psychological and sociological sources. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits 328 Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 4 Semester Credits Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* 329 SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None 330 Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. 331 Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 332 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 3 Semester Credits 333 The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): SWK530(Integrated Field Seminar 1) SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None 334 Prerequisite(s): None SWK616 Diversity and Inequality 2: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK628 Multicultural Clinical Practice (MCCP) with Individuals 3 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 335 MCCP Policy Practice 3 Semester Credits In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. Core Curriculum Component: None Prerequisite(s): None SWK631 Multicultural Clinical Practice (MCCP) with Groups 3 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None 336 Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK657 Diversity and Inequality 1: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None 337 SWK658 Diversity and Inequality 2: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK660 Multicultural Macro Practice (MCMP) Research Methods 3 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 338 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK670 Multicultural Macro Practice (MCMP) Policy 3 Semester Credits This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Core Curriculum Component: None Prerequisite(s): None SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment 339 of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None Prerequisite(s): None SWK998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None THP – Theater THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits 340 Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 341 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP124 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) 342 THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP134 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large Project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None 343 Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR – Theater THR116 Acting and Improvisation for Non-Majors 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None 344 THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR229 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): THR228(Introduction to Stagecraft) THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts 345 Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Asian and Asian American Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. 346 Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR273 Latina/o Theater and Performance 4 Semester Credits In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order to understand how Latina/os challenge mainstream representations through theatre and performance, and how they articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and heterosexist constructions of Latinidad. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits 347 A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR285 Scenery Design 4 Semester Credits Scenery Design is an introductory study of the theater scene design process and the practical application of expressing your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and experiential project work. This is a project-based class. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 Playwriting I 4 Semester Credits 348 An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR355 Performing Shakespeare 4 Semester Credits Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s plays. Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater) THR361 Theater Histories: Origins to 1800 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None 349 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater Histories: 1800 to the Present 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to the Present) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR367 New Methodologies of Stage Direction & Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR397 350 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR490 Theater Keystone: Exploring Vocation and Artistic Practice 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites: THR 250 and Junior or Senior class standing Core Curriculum Component: Keystone Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB – Urban Studies URB111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB122 351 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society), URB111(City Life: Introduction to Urban Sociology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) URB395 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 352 URB397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None URB399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WEL – Health, Physical Education and Exercise Science WEL100 Foundations of Wellness 1 Semester Credits This course is required of all Augsburg students. The class is designed for students to understand the need and assume the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management. Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and reduces stress. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None WEL103 Recreational Wellness: Badminton 1 Semester Credits This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL104 353 Recreational Wellness: Bicycling 1 Semester Credits This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL105 Recreational Wellness: Power Yoga 1 Semester Credits This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit training regimes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL106 Recreational Wellness: Bowling 1 Semester Credits The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also include team and individual competition. Students bowl two games each class session. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL107 Recreational Wellness: Fitness Walking 1 Semester Credits This course incorporates cardiovascular fitness into various walking regiments. Students will understand and demonstrate basic skills and fitness strategies, while engaging in routine walking routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL108 Recreational Wellness: Golf 1 Semester Credits This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental benefits of playing golf are highlighted. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL109 Recreational Wellness: Kettle Bells 354 1 Semester Credits This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL110 Recreational Wellness: Pilates 1 Semester Credits This course will incorporate muscular endurance and flexibility into various Pilates regiments. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL111 Recreational Wellness: Racquet Sports 1 Semester Credits This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and doubles strategies in badminton, pickleball, and racquetball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL112 Recreational Wellness: Basketball 1 Semester Credits This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is to promote physical fitness through basketball and encourage recreational level participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL113 Recreational Wellness: Volleyball 1 Semester Credits This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball. The students will practice and perform the skills in a recreational to intermediate competitive environment. Students will also become aware of the physical and social benefits associated with active participation in volleyball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL114 Recreational Wellness: Soccer 1 Semester Credits 355 This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and coaching the sport. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL115 Recreational Wellness: Walk, Jog, Run 1 Semester Credits This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL116 Recreational Wellness: Weight Training 1 Semester Credits This course seeks to improve the student's knowledge and understanding of the components of weight training and how they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL117 Recreational Wellness: Women's Weight Training 1 Semester Credits This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL118 Recreational Wellness: Yoga 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL119 Recreational Wellness: Latin Dance 356 1 Semester Credits This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba, and bachata and execute basic steps and patterns individually and with a partner. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL120 Recreational Wellness: Canoeing and Paddling 1 Semester Credits Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL121 Recreational Wellness: Rock Climbing 1 Semester Credits This course provides an overview of the various traditions of climbing along with participation in basic skills, safety procedures, and conditioning necessary for successful climbing. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL122 Recreational Wellness: Hiking 1 Semester Credits This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL123 Recreational Wellness: Tennis 1 Semester Credits This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles and doubles play. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL124 Recreational Wellness: Introduction to Dance 1 Semester Credits This course provides an overview of the various traditions of movement within dance. Students will participate in basic skills and express themselves through movement. 357 Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL125 Recreational Wellness: Karate 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL126 Recreational Wellness: Aerobics 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL127 Recreational Wellness: Pickleball 1 Semester Credits This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for singles and doubles play. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL128 Recreational Wellness: Ice Skating 1 Semester Credits This course is designed to teach students the physical benefits associated with recreational ice skating. Students will learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL129 Recreational Wellness: Ultimate (Frisbee) 1 Semester Credits This course addresses the skills and strategies used in Ultimate (Frisbee). Core Curriculum Component: Recreational Wellness Prerequisite(s): None 358 WEL150 Recreational Wellness: Student Designed 1 Semester Credits This course is designed to improve proficiency in one or more selected activities. Students will understand and demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended between an in-person lab experience and online discussions and reporting. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL160 Recreational Wellness: Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Foundations of Wellness or Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Recreational Wellness Prerequisite(s): CONSENT(Consent of Instructor) WEL204 Recreational Wellness: Advanced Bicycling 1 Semester Credits This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an advanced pace. Basic bike maintenance skills and information are also addressed in this class. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL213 Recreational Wellness: Advanced Volleyball 1 Semester Credits This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should have advanced volleyball experience. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WST – Gender, Sexuality and Women’s Studies WST199 Internship 4 Semester Credits Core Curriculum Component: None 359 Prerequisite(s): None WST201 Introduction to Gender, Sexuality, and Women’s Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST220 Topics in Gender and the Humanities 4 Semester Credits Examination of specific topics related to gender and the humanities not covered in other lower-division Gender, Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 360 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. 361 Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggles and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. 362 Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness— economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None WST366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST398 Internship 363 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: Keystone Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YST – Youth Studies YST210 Rethinking Children and Youth 364 4 Semester Credits Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the 20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low expectations of children and youth in society. We will then construct a new framework that will enable us to understand and engage young people as powerful, contributing members of society. Core Curriculum Component: None Prerequisite(s): None YST320 Working With Children and Youth 4 Semester Credits This course will provide students with practical perspectives and experiences in work with children and youth. We will cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements in work with youth and children. This course has a significant service learning requirement. Core Curriculum Component: None Prerequisite(s): YST210(Rethinking Children and Youth) 365
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Title: Murphy Square 2019: Murphy Square Literary Magazine
Collection: Literary Journals
Search Result: ISSUE 44 2 019 MURPHY SQUARE LITERARY MAGAZINE AUGSBURG UNIVERSIT Y SQUARE Copyright © 2019 Do not copy or redistribute without permission. All rights reserved. Printed on 100% post-consumer waste Cover design and layout by Megan Johnson “Here we are, trapped in the amber of the momen...
Show more ISSUE 44 2 019 MURPHY SQUARE LITERARY MAGAZINE AUGSBURG UNIVERSIT Y SQUARE Copyright © 2019 Do not copy or redistribute without permission. All rights reserved. Printed on 100% post-consumer waste Cover design and layout by Megan Johnson “Here we are, trapped in the amber of the moment. There is no why.” - Kurt Vonnegut special thanks to Augsburg University Day Student Government Augsburg University English Department Augsburg University Art Department The Echo Bookmobile editoral board Gabriel Benson, Editor in Chief Sonja Mischke, Associate Editor Megan Johnson, Designer Doug Green, Faculty Advisor Lindsay Starck, Faculty Advisor art editors Rachel Brown Olivia Fitch Rachel Lindo Jen Meinhardt Rachel Thell poetry editors Rachel Brown Abigail Eck Jen Kochaver Yoko Kofuji Rachel Lindo Gabriela Lucía Ryan Moore Emilie Tomas prose editors Julia Charron Abigail Eck Jen Kochaver Rachel Lindo Gabriela Lucía Jen Meinhardt Jessica Mendoza Ryan Moore Morning 3 ON THE USS ALBATROSS by D.E. Green 5 ODE TO MANGOS by Saira Montes Moore 7 UNTITLED by Bridgette Boone 10 TEGUCIGALPA bY Sarah Degner Riveros 11 TEGUCIGALPA by Sarah Degner Riveros 13 16 22 ELAINE RAMSEYER, DAYAMPUR FARMS, CARBONDALE, IL by Grant Berg 23 PERPENDICULAR by Julia Charron 25 AFTER CHARLOTTESVILLE by John Weirick 29 I WILL GIVE BIRTH TO AN EGG by Rachel Lindo 29 CONFLUENCE by Clara Higgins 33 ROCK AND ROOT by John Weirick 34 DAVID by Daniella Clayton 35 HAIL MARY by Kalie Havener ROSA by Saira Montes Moore MANIAC! by Ava Fojtik 17 THREE HEADED SELF PORTRAIT by Ani Cassellius 19 SHE TASTED OF GRIEF by Abigail Eck Noon 42 DAZZLE by Ava Fojtik 57 STORY OF A BROKEN GIRL by 43 NOT A LOVE POEM BUT DEFINITELY Gabby Brooke SOMETHING by Terrence 63 BETWEEN BORDERS by Saira Shambley Jr. Montes Moore 47 BREEZE by John Weirick 65 FREEDOM AND TENSION by Ani Cassellius 49 STORMS AND HOUSES by Rachel Brown 67 GLENN ELEMENTARY, 2 PM by Allison 50 ALMOST EDIBLE by Ava Fojtik 51 REVENGE OF THE SOLENOPSIS by Rachel Lindo 53 POISONED SOIL by Kathryn Graham 55 RIVER KIDS, DAYEMPUR FARMS, CARBONDALE, IL by Grant Berg Uselman 75 UNTITLED by Bridgette Boone 77 TEOTIHUÁCAN, CIUDAD DE LOS DIOSES by Sarah Degner Riveros 80 TEOTIHUÁCAN by Sarah Degner Riveros 81 SOLITUDE by Jen Meinhardt 83 TAKE A DEEP BREATH by D.E. Green 84 FANTASY by Nou-Chee Chang 85 BIG MUDDY MIKE WASHING DOLLY, ST. LOUIS, MO by Grant Berg 87 I AM NOT DECEIVED by Rachel Brown 89 HOLDING ON by Saira Montes Moore night 95 NAKED IN THE NIGHTTIME by Anders Sateren 121 STRANGER by Jen Meinhardt 103 A WARM PLACE TO SLEEP by Jen Meinhardt 123 FRIENDLY by Kathryn Graham 105 IDENTITY CIRCLE IN 3 PARTS, ENDING 125 DAD by Jen Meinhardt WITH A TREK THROUGH THE ANTARCTIC 129 LIFE OF A DESIGNER by Nou-Chee DESERT by Terrence Shambley Jr. 109 MICKEY by Melissa Flores 111 LIES MY DRUG-DEALER TOLD ME by Michael Levine 115 WORRY by Daniella Clayton 118 THE SEVEN DEADLY SINS by Meredith Chang 131 I AM AN ALCHEMIST by Jen Meinhardt 131 A DATE WITH DEATH by Carson Hughes 141 LIGHTS IN THE DARK by Elizabeth Ihekoronye 143 PERCOLATING by Gabriela Lucía 145 AMERICAN ECSTASY by D.E. Green Carstens 119 THE STREETLIGHTER by Gabriela Lucía 147 BULLETS, CARDBOARD, AND SLOBBER by Carson Hughes 153 MY DAD WAS[N’T] AN UNCAUGHT SERIAL KILLER by Jen Meinhardt 155 STAGES OF SLEEP by Gabriela Lucía 157 SUMMER NIGHT HAIKU by Rachel Brown Morning 16 On the USS Albatross D. E . G R E E N This is our ship We will lose our way various as a city our fragile home intimate as a village each other and ourselves less like a nation more like a world But this is our ship with all the possibilities We do not have to drown of neighbor and friend nor to die of thirst on these ironic waters This is our ship We can traverse these seas together swift in the currents winds behind us but in frigid seas This is our ship and dark wintry North We do not need another it grinds through We will not get another excruciating ice Together we can reach our ports of call This is our ship This is our ship We will not get another If we cannot pull together our lips will dry and split our tongues crack and swell our ears blister shut 4 Ode to Mangos SA I RA M O NT E S M O O R E your skin so soft and gentle don’t call me jealous I remember every time but not everyone can appreciate I get to taste your warmth in sweet and caring are you the humid summer nights let me unwrap you all I wish is to with your sweetness dripping be with you all year long you leave me with color no matter the color of the leaves my face flush and sticky or the coldness of my apartment everyone around is envious it’s hard in your absence when I’m with you no song floats in the air how can you let others no other can replace caress you? what we will always have tell me, will you be with me tonight? 6 7 B R I D G ET T E BO O N E Untitled 8 Tegucigalpa SA RA H D E G N E R R I V E RO S Al no verte, te imagino. Although I don’t see you, I imagine you. “Entre las montañas” anuncia tu nombre. “Between mountains,” announces your name. Los gallos cantan tu amanecer, y te rondan The roosters sing your dawn, and trucks camiones sin mufle en tus calles. Without mufflers circle about your streets. The metal roofs frame out the pink houses Los techos de acero encuadran tus casas In the first light of day, their whiteness rositas en la primera luz del día, Blindingly brilliant in the sun. su blancura alumbrante en el sol. And between blocks made of cement, Y entre cuadras de cemento, I feel what lies rooted beneath. siento lo que radica abajo. You tread on the earth with your profound feet, Pisas la tierra con tus pies profundos. In your towns, I have seen the mud En tus pueblos he visto el lodo Of your entrails, the free breeze de tus entrañas, la brisa libre Of the hills crowned by your palm trees. del cerro que encabellan tus palmeras. Beneath all this civilization Por debajo de toda esta civilización, There you are, the lifeblood of the town, allí estás vos, la sangre del pueblo, The River Choluteca. el Río Choluteca. Teguzgalpa, te llamabas, Teguzgalpa, you were called back then, cuando todavía se veía When the reddish mud could still be glimpsed entre tus fundamentos el lodo rojizo. Amidst your foundations. Te rodeaban los cerros de plata, Silver hills surrounded you, coronados de cedro, caoba, y guayabo. Crowned with cedar, mahogany, and guava trees. Todavía se siente el aire de tu selva pluvial. Your rain forest can still be felt in the air. Tegucigalpa, although I don’t see you, I imagine you. Tegucigalpa, al no verte, te imagino. 10 11 SA RA H D E G N E R R I V E RO S Tegucigalpa 12 SA I RA M O NT E S M O O R E Rosa I n the mercado everything holds color. The yellow on the kitchen wall, pots where the frijoles cook for of sunflowers vibrates on the hand-painted toys. hours, and beautiful mugs. Now these mugs, the ones Dulces wrapped in red, yes it will be spicy. Anything dripped with glaze on the inside, are the best for a you could want lives in mercados. The fruits are fresh. chocolate caliente and pan dulce when the sun retires Vendors say, “Ovas, una caja por cuarto! Prueba!” You and the crickets chirp. listen to the vendor, usually a man with kind eyes and you take the grape (you always do). Its skin taut with with such love and care (like everything is here). The the promise of relief and you find yourself with a box salsa for the tacos is always spicier than the merchants of them. It is fine, it is only four dollars. The best smells live here, la comida is made confess. “Pica esa salsa verde?” “No, no pica,” but it is The pottery is handmade with cariño and sits always spicier than they let on. La gente drizzle that on white tablecloth. It drips with glaze that shines in salsa verde and noses soon run. The aguas frescas the sun. All kinds of pottery, small lizards that hang are swallowed down burning throats. Antojitos are 13 sold in abundance. There is nothing you can’t find in el asks, “Cual quieres mija?” She looks, with such focus mercado. Here in the mercado we find her, amid the that children rarely hold, at all the alebrijes. She ignores sellers of pottery and food, amid the mugs with color the ones that cost siete. She knows her dad will buy dripped on them and the salsa que no pica. one that’s siete but she also knows how money seems to disappear quickly and quietly. So many to choose She loves the mercado for these reasons. The from, animals and non animals, all colors that god has colors are her blanket, her relief in this heat. She is safe created sit on the alebrijes skin. here, among her people, among memories of what she once knew. Here people do not look at her when she speaks to her ama in the language her ancestors were thinks, which do I want? Which alebrije will sleep next forced to learn. Here she can wander around, look at to me and ama? Her dreams wake her, when the night the alebrijes that she so much loves, here she is safe. is silent and the air is stiff with knowledge. Which will be Cual quieres? That’s a good question, she able to protect me from nightmares of that night? The She and her papa are standing in the middle burden Rosa carries is much too heavy for a child. It of the mercado, between all vendors and colors. He’s manifests where she cannot escape, her sueños. a man whose hands are rough with labor and life filled with love. Eyes dark brown, with wrinkles that wink at you, and make you feel warm. It is Friday, the end of the from the night Rosa and her padres came. How dark quincena, when money seems plentiful. The mercado and cold it was, in the desert at night. Her ama gave is busy, everyone buying what they need and what her the last of their water. Rosa, the girl with braids and they don’t. Her papa wanted to surprise her with a new focus to what others cannot see, did not know hunger addition to her collection. So they stand in the heat of there but she knew pain (it was a different pain, one the midday, her eyes big, sweat on her forehead. that she could not see, a pain that nestled itself into It is hard for her to separate her nightmares her tummy). She knew how hungry her parents were. She stares at them in awe. Their heads She saw the light from her papa’s eyes become dull. bobble. Up, down, up, down. Left to right. Her dad asks, She saw how her ama was always careful never to be “Cuanto?” The man with skin loved by the sun replies, alone. The men who led the group were not good “Cinco, y estos—” he moves to his left and points at men, neither was the land forgiving. Do not complain, the more carefully painted alebrijes, “A siete.” Her papa her padres made her promise. She still has not broken 14 SAIRA MONTES MOORE | ROSA it. Rosa saw many things, pobrecita. one of the ugliest pig/not pig things that he had ever seen but Rosa sees what others cannot. She knows In her dreams, she walks the desert alone. There are no no one will take him, he’s a beautiful pig in his own sounds, just the thumping of her heart in her ears. Her right but will not sell. He’ll be there, on the tablecloth, feet, so tired. The landscape never ending. The earth heat beating down on him for months maybe, alone. feels dead, only the restless souls of those who did not Two lovely creatures, Rosa and the puerco will find make it are stuck here with her. They cry and hope that kinship instead of loneliness. He will keep her sueños she, a beautiful child, will make it out and grow like the away some nights, and that is enough. “Aye que feo, cactus flower in a desert. She is their cactus flower. si lo quieres?” Is she sure she wants this ugly pig? “Si!” Be careful of the snakes, the bad men told He laughs, what an ugly pig! She likes when he laughs her. In her dreams she is also careful of the snakes. She because she can see papa’s gold tooth. does not know what will happen if they bite her. There is no color, just the shadows playing tricks and objects wrapped up. It’s hot, they all know it. They look up on melting into others. “I do not want to die here,” are her occasion, hoping to see a cloud close by, hoping. None only thoughts. Like the cactus flower, maybe she will come. The girl feels the sun, how it seeks to touch spend her whole life here. Her (re)birth, her blooming, more than her exposed neck. She wishes this moment her death. She always wakes next to her ama and papa, won’t end. She’ll be okay with standing here, focused safe. The alebrijes, animal and non animal are there on the alebrijes, watching how their heads bobble too, on the windowsill. Her papa tells her que todo va with the absent wind. Standing with her papa, with the estar bien, we’ll never do it again. Who will protect her? They stand by the vendor while the pig gets vendor whose skin was loved by the sun and her new So many to choose from. Animal and non puerco wrapped in newspaper. animal. Rosa, her soul now many years old, finally decides, “Quiero este!” She points to the one in the middle. Her dad looks, and wonders for a minute, Que es eso? What is it? It looks like an animal. Rosa sees her dad’s confusion. “Es un puerco, papa.” A pig. A pig that does not look like a pig. It was honestly 15 Here, I will repeat again, she is safe. AVA FOJTIK Maniac! 16 ANI CASSELLIUS Three Headed Self Portrait 17 18 She Tasted of Grief ABIGAIL ECK I live among ghosts. I can feel them there, all the time. Listening, sitting in the rocking chair as I read poetry aloud to them, looking at me patiently as I take breaks to absorb sections, coming over to lean on my shoulder when I close my eyes. They are strangers and loved ones alike, peering in curiously as I tend to my plants and then vanishing, popping in if I mention a name that they are connected to, stopping to smell the mint and the incense and enjoying the fires I light for them on the coffee table. I am - not quite afraid, but I am buzzing, anxious. It is just under the surface, all the time - that pull of the connection, to the spirits that show up around me. In this, I have become more aware, that when I close my eyes, I can feel something within me - my spirit, my soul, the ants that creep along my veins They are trying to detach from my physical being, become moths to force their way out of my pores, and the only thing keeping me anchored is the cat lying on my hips, the only thing keeping me rooted her steady breathing to remind me of her living heart. In this, someone - perhaps, myself - has pried apart my ribs so that my heart and lungs are out in the open, panting, beating, desperately gulping in air and blood, and I am exposed and aware of everything I can feel the oil under my skin, pooling in my elbows and my left hip, circling around my spine and my throat and attempting to creep up up up to join with the dark something that sits in my mid-left-frontal Cortex And in all of this people tell you to conquer your biggest fear, but how the fuck are you supposed to conquer it when that fear is the death of a loved one? Nineteen, and, just like, that he is gone. No one is supposed to be fatherless at nineteen, at eighteen, at twelve - and yet this is all across the world, these griefs and sufferings. It was impossible for me to imagine a world without him, but now - it’s my reality, and it feels more like a dream 20 ABIGAIL ECK | SHE TASTED OF GRIEF And then, it is almost fascinating, how quickly a heart can be snuffed out of this world. They find a trapped mouse, still alive on its trap, slowly dying of starvation, dehydration, of the twisted position it is stuck in, and there are choruses of ewwww and oh my gosh! Gross! They discuss what to do with it - and it is going to die, no matter the conversation I listen to, no doubt about that. I can feel the mouse, though, and I am struck silent - I can feel her spirit seeping away, the quiet struggle and the unknown acceptance, my heart matching hers (it is a female, I know it, somehow), and I feel like collapsing in sorrow for another life(s) gone. I can’t stand it, now, the consistent death of people and animals, guns and bullets senselessly taking lives, human cruelty destroying more and more of the world every day. It is morning, and I am mourning again. All I want is to feel alive, in this dead world of spirits and the creeping fingers of death, always reaching, reaching. I am Itching for my body to bloom - bloom with ink, spiraling out of my skin in all the just-hidden places, to make physical my thoughts and aches and pains. At least this is something I can control, right? And, Among all of / the spirits /death / anger / sorrow / denial / grief / loss / ants / sympathy / flowers / writing / of / the / obituary / guns / money / signatures / the / ghost / in / the / passenger / seat / don’t / you / see / her / ? / the / hand / that / rests / on / my / shoulder / the / pictures / voicemails / almost / deleted / ink / skin / cigarettes / candles / cats / and / mice / fears / and / truths / - / - / . / . / . / / I / hold / my / fingers / to / my / throat / to / check / that / my / heart / is / still / beating / - / / and / all / is / - / / quiet / . / 21 G RANT BE RG Elaine Ramseyer, Dayampur Farms, Carbondale, IL 22 Perpendicular JULIA CHARRON Even in the quiet of the morning there are people on the sidewalks and cars on the streets. When did the World start to feel so empty, so cavernous? It’s impossible for me to decipher whether it was them or me that began to ignore the other. Perhaps, at a point of intersection we agreed to exist outside one another, and carried on- perpendicularly. The wind is the only direction I can find- although fickle and inconstant. I hear it whisper through the trees and I find more meaning in the leaves than in the voices of any person around. It is me and it is them and I am lonely. But I’d rather be completely empty than feel just short of whole. I can only wait and hope that the quiet emptiness pacifies my bleeding mind. 24 After Charlottesville JOHN WEIRICK “This isn’t America” shouts echo off buildings and blood-stained pavement. “Racism has no place here” confidently declared from states near and far connected long ago by railroads built by Chinese laborers over water and soil abducted from the only non-immigrants the land has known. “Society is equal now” say those whose families once owned other human beings. “Racism is still a problem” cry the families who lived by the law only to lose unarmed sons to bad apples that continue to fall from the diseased tree. “We will not be replaced” shout those whose forebears have never lacked opportunity only grace. “You can’t erase history” protesting removal as if the line vanished between remembering history and memorializing its demons. 26 42 JOHN WEIRICK | AFTER CHARLOTTESVILLE Voices pile up like dry grass and we all carry flames. When will we set down torches and talk through the night catching glimpses of each other’s ragged humanity? After we pause once naïve now ignorant refrains of “All lives matter” baptized well-meaning cliches and meager attempts if any of empathy. “Shut up about Charlottesville” he reminds himself for his prompt opining feels true until he steps beyond the echo chamber humbled yet welcomed to those night talks where he finds his place which today is to listen. And then what? 28 I Will Give Birth to an Egg RA C H E L L I N D O No matter how much time the traveler spends as she attempts to invent a wild contraption to give herself and her friend, a witch, time-and-space whiplash or how many times the witch summons a spell that won’t give them split ends, they always end up at a movie theatre. The time traveler sat down next to the witch at a bench outside, both an hour early to a movie they managed to be two hours late to. Thanks to the traveler’s mother who also bends space and time like pipe cleaners. Before the movie can even dance with British action movie stars, the mother calls. The traveler’s father once told his daughter, while he stood in the middle of their clustered time machine, Your mother is going to have a bird. Before the traveler answers the call, her hair a wild mass thanks to the flawed witch’s spell, she yells, I will give birth to an egg! The phone vibrates and cracks the witch’s last-minute incantation made to save their chances at seeing the film. While the mother sprouts a kuku bird over the kitchen floors that the traveler scrubbed clean that aren’t clean enough, the witch closes her eyes and prays for the traveler to smash her egg on the kitchen’s tile to fly. 30 C L A RA H I G G I N S Confluence 31 32 Rock and root, glistening slick from night’s refreshment. Away from rain-shy crowds JOHN WEIRICK Rock and Root left at the rolling hills. Higher in, peaceful fog, the cover of wistful solitude. The forest’s silence broken only by distant planes, brutish trains, and emergence of human voice, strained. In morning’s solace, nothing clearer. Steady footing a luxury, light and swift on narrow paths. Mountain’s peace, effort’s reward. DAN I E L L A C L AY TO N David 34 KALIE HAVENER Hail Mary A damp, crumpled yellow piece of notepad still clutching the yellow paper. Grandma Mary had paper was being passed around the stuffy written her dying wishes so openly and honestly, and hospice room among my aunts, uncles, and her tender words were just too much to handle right cousins. It was the middle of March, and unseasonably now. I read her words over and over, and before long I warm. I sat cross-legged on the sticky floor, out of walked back to the room, and no one commented on the way and quietly writing in the visitor’s journal that my absence. I was just in time to hear my aunt retelling the nurses claimed to read to my dying grandmother the story of how she discovered the yellow paper every night. The wrinkly sheet finally made it into my when she was cleaning Gram’s little back bedroom. In sweaty palms, and I immediately felt her words pull at a twisted sort of way I think we were all thankful she a soft spot inside me: Carry a rose down the aisle for was not conscious right now. The nurses told us each me, and I will carry you in my heart. time she woke up she asked them when she was going home. I don’t think any of us would have had the heart Growing up I always hid boyfriends, tattoos, to tell her she would never be returning to her cardinal piercings, and underage drinking from my family, red cottage on West Road. and yet here I was having a raw moment with them watching me. Feeling unhinged by my sudden onset of tears, I peeled myself off the ground and swiftly left, Catholic Church. It had been a month since I held 35 The tolling bells rang out above Saint Joseph’s that yellow paper with my Gram’s words, her final like wisps became brown barrel curls precariously thoughts recorded in shaky handwriting. The whole pinned up around her neck. She held a single rose. church was filled with clean white candles. There were white calla lilies that looked like tiny upside-down and those around me were laying sniffling heads wedding gowns, delicate yellow layered roses like the on shoulders and clutching the arms of loved ones. pages of an old Bible, and the belles of Ireland which Father Mark was wearing his vast robes of shiny gold were skinny finger-like stems with a knot of a flower and white that stretched across his giant frame along on each joint with a tiny white blossom inside. The with black loafers that prayed for mercy while they choir voices picked up where the bells left off, and I groaned in the silent church with each step he took. let out a deep breath as I walked forward and picked My cousin whispered something about how the Priest up a single rose and held it in my hand as I followed was crying, but I knew better. Father Mark’s massive Gram’s casket into the church. I smiled into the rose body was glistening with what could have only been and thought about the story she told me right before the Holy Spirit, and he dabbed his face not for tears— I graduated high school. but for sweat. He made his way to the podium and I closed my eyes, and the two of us were in began to speak. her sitting room, sun illuminating the crystal prisms that dangled delicately from her sparkling windows. back to school to support them when her husband of us was sitting in a squishy armchair. died of cancer in 1968.” “You know, Kalie-Illa, when I was graduating from Catholic school they had a ceremony too,” My grandparents met through letters in World War Two. Grandma had been writing to her beau at Gram said. “Sometimes being nervous is a good thing. the time, and at his insistence she wrote letters to his It means you really care about what is to come.” “Mary loved her family and friends and her faith. She went on to raise six kids on her own and went The heavy scent of flowery tea filled the air, and each I took a seat on the glossy wooden bench, friend who didn’t have a girl back home. Grandpa fell I was picturing her at eighteen. Her knobby in love with her through her letters, and when they hands that held coupons and bills before me were walked down the aisle she held white calla lilies. It is now covered in elbow-length white satin gloves. The because of this story that I believe in the power of heated blanket that covered her legs was replaced by writing and the power in my own words. a gown with a white tulle skirt. Gram’s silvery moon36 KALIE HAVENER | HAIL MARY fallen queen by her devoted disciples. Mom squeezed my arm and asked if I was okay. She was handing me a tissue but raised an eyebrow once she saw my dry face. I told her I was The fresh smell of the flowers inside the church was replaced by the earthy scent of wet pavement in fine. I honestly couldn’t bring myself to cry. Maybe the parking lot we had to cross in order to get to the Father Mark and his script of sympathy wasn’t doing muddy graveyard. It was drizzling over my curly red it for me. I felt as though I should cry… if I was going to hair, but I didn’t worry about it frizzing. The slick mud make a big emotional scene, this was the time where clung to my black velvet heels. My family members it would be most acceptable—even welcomed. And were weeping all around me as we made our way to yet here I was coming up empty in the emotions the open wound in the ground. So this is where Gram’s department. Soon it was over, and the choir began to body is going to lie from now on? I shifted my weight sing once more. from foot to foot in order to steady myself on the We were once again back at the entrance hall, uneven hollow ground. The ground groaned in protest with its candles burning brightly and flowers spread as if to say, “Hey! It’s not that bad here!” My Gram, the all over like an Irish garden. I looked at my family so light of my life, was going to be buried beneath this distraught and I felt out of place, but what else is crooked red headstone and sloshy wet grass. Father new? I touched the little green-looped ribbon with a Mark had sent his assistant out to say his blessings. blossom in the middle that I made into a pin. I stayed up all night making them for Gram, amid bottles of “So he was too fat to walk thirty feet!” I heard my uncle’s voice griping beneath his bushy beard. It alcohol and old Irish pub tunes she used to sing to me. had been Gram’s dying wish that Father Mark lead the I made enough so everyone could wear green in her funeral procession, and he couldn’t be bothered to honor. My little Irish grandma, who celebrated Saint bury her in the rain, apparently. Patrick’s Day religiously and always made sure we had enough shamrock-shaped cookies to last all spring, was buried wearing a soft green ribbon pinned over skinnier and dressed in street clothes led the Hail her heart. The pall bearers now had the casket once Mary: “Hail Mary full of grace! The Lord is with thee…” He more and were making their way up the aisle, and rushed through this, and said some quickly thought- we all fell silent. I moved out of the way and stood by of condolences and ushered us to come forward with myself, and I smiled. This was her final time making her our final goodbyes. My cousin lay spread-eagle over way through a church aisle, and she was carried like a the casket, and I looked down at the charm bracelet 37 The second-hand priest who was much hugging my wrist. life and death. Gram and I loved to speculate about the deeper meanings of dreams, and so she indulged Once again I was back in her warm cottage, me with this gem. steamy tea billowing out around us causing the whole room to look misty. Gram asked me to reach for a catalogue. It had fallen by the wayside from the in my childhood bedroom but I can’t find the light fortress that was her great brown leather rocking chair. switch.” Gram coughed painfully and her body lurched Her hands grabbed the catalogue from me, her skin as forward and she made to hide the blood that came up thin as crepe paper. in her lily white handkerchief. I winced. Gram carried on as if nothing happened. “Now, Kalie-Illa, I want you to pick out something from here, my treat!” “Well, Kalie-Illa, I keep dreaming that I am “It seems funny I wouldn’t be able to find the light switch in the home I grew up in. I don’t know what I knew money was tight, and I didn’t want to it means but I have had this dream every single night be the reason she didn’t have something she truly since I came here,” Gram told me. needed. Gram was so excited though, and in the end I settled on a silver charm bracelet with shamrocks and tiny silver keys. was rising, and the light spilled over everything like a Gram passed on Easter morning as the sun golden halo. When I woke up that morning, I saw that I continued to look down at the charm my light switch had been unexplainably turned on, and bracelet, on display in a very different atmosphere, I smiled, knowing she had finally finished her dream. and I wondered if Gram knew one day I would wear it to her funeral. I spun it around and it made a tinkling sound, as if it were laughing, and it drowned out the memories carrying me and keeping me safe. As long weeping around me. I couldn’t help but think about as I have the memories, I never really have to say what she told me before she passed. This was the last goodbye to her. I walked toward her casket, my long time we spoke, when she first entered the hospice lace shawl swishing in between the raindrops as I did and the pain wasn’t bad enough for them to increase so. I placed my hand on the smooth mahogany wood, her doses of morphine. the bracelet tinkling along as I reached for a single Though it was her funeral now, I felt the rose. I was squeezing her hand one last time. The burial The hospice walls were listening in on us. The was over, and we slowly drifted away. walls were saturated with the secrets uttered between 38 54 Noon 56 AVA FOJTIK Dazzle 42 Not a Love Poem but Definitely Something T E R R E N C E S H A M B L E Y J R. You look good in my sloppy camo sweater. I lent it hoping it would catch your aroma the only part of your ugly ass that isn’t bitter. Girl, if you don’t get yo ole talk so loud on the phone booming at your mom so steady while we in the library and students studying ole one word response ole Crimson Chin forehead ole too cool to show teeth in your pictures but when you do smile make me wanna get my life together Ole when I ask you what is this, you say What do you mean? and I say what is this you kill it all with a damn nigga I can’t just come sit next to you? Ole always wanna be in my space ole too strong to send a I miss you text ole fat nose bean neck peanut head ole seem too disinterested to send a come thru text ole cute belly gloss skin clout eyes 44 60 TERRENCE SHAMBLEY JR. | NOT A LOVE POEM BUT DEFINITELY SOMETHING ole I don’t have an answer for you right now Ole why you assuming I was on that when I was just asking but you too slick to answer a goddamn question girl I barely know you but when we together I feel so settle I write poems after and air more than I should. 46 Breeze JOHN WEIRICK Sore. that kind of contribution? Did you ever think you would feel so sorely ready Well, for that summer breeze did you expect it to turn out that whipped up dust and grass clippings well after you spoke your mind the day you packed your books and trinkets at lunch and all the extra notepads and everyone was silent? with your name next to theirs There’s not enough vinaigrette to (too many notepads to just throw away), cover the wilted arugula and sour tomatoes, and you walked out the doors let alone your expired belonging. that used to unlock with your badge, But you are less concerned back when you had one? because you feel it again, that summer breeze, More. too hot to befriend— Bid adieu to any morsel where will it carry dry leaves of future memories you believed about when summer is gone? your contribution to the cause, like a volcanic island: heat, light, molten core spewing, relegated to slip down the rough mountainside into the ocean— 48 Storms don’t form they’re built like houses on gravel RA C H E L B RO W N Storms and Houses with bricks and white plaster cloistering the heavens. But houses aren’t homes they’re goods situated on beds of sand and engraved imprinted like pirate treasure lost in a sea of lifelong guarantees. Roses aren’t gifts they’re dust turning brown and crisp crushed by the weight of the sun in a vase in a house not a home. Roses are dust blowing in the storm that was built not formed. AVA FOJTIK Almost Edible 50 Revenge of the Solenopsis RA C H E L L I N D O Red ants stumbled past me and bit my pal Greg. Myself a survivor, I boasted. Greg told me I better harvest my luck during a luck famine. I panicked and threw off my shoes believing the red ants tore through the soles. My lungs were gnawed on. I forgot how to breathe and shook him, begging that he’d give me his lungs. He refused. I pushed his shoulders, like how an infant slapped his mother’s hand away when she airplane’d orange muck into his mouth. Our struggle needed an audience and Hermes arrived, but not for free. His golden eyes shifted to my great-grandmother’s necklaces, riches dangling around my neck. He stretched out a hand. I dove into the sea, my right hand over my left to become a sharp knife that could cut through choppy waters. I needed to make a bouquet out of deceased coral, believing there was a chance my lost humanity would scamper back and lock itself into my hands. 52 Poisoned Soil KAT H R Y N G RA H A M If you want to talk about painful love, because you’re so tired of caring let’s talk about a flower born into poisoned soil but it refuses to live or die about carefully measured cups of water about how some people call your flower about weeds that have grown with it a weed that have grown into it about how much you love this stupid little flower. strangling it with faulty love about how despite everything you’ve done If you want to talk about painful love, the flower is practically dead let’s talk about my sister about the room full of books on and the time I found blood in the bathtub gardening, weeding, soil, flowers, loving and a torn apart razor on the floor. about the frustration of suggestions try weeding water it just let it die about how sometimes you get angry and just pour every drop of water you have into its dry cracked ground or rip out every weed you see until the earth around it is ruined or spray it with herbicide to just kill it already or neglect it for weeks or months or years 54 55 G RANT BE RG River Kids, Dayempur Farms, Carbondale, IL 56 GABBY BROOKE Story of a Broken Girl T he first time I ruined my father’s life was unaware of the life of imperfection it would soon lead. long before I emerged from the womb. He This wasn’t revealed until later, though. At the time, and my mother had been arguing again, one my father took my mother’s words at face value and of the many that were destined to occur throughout decided he was done. the course of the unplanned pregnancy. The power struggle between the two came to an abrupt halt as street to the park by the house he lived in at the time. my mother said the one thing she knew could be used He looked around for a little while before finally finding to force my father to back down: “I lost the baby.” Later that day, my father wandered down the what he thought to be the perfect spot. The branches It wasn’t true, of course. The bundle of cells of the tree looked sturdy enough to support the rope growing and developing into the baby girl that would he had brought with him and any additional weight become me remained firmly attached to my mother’s that happened to be attached to it, so he tossed the uterine lining, perfectly healthy and completely piece of cotton over and tied a knot he knew wouldn’t 57 slip. He then proceeded to place his head through the birth a boy. My father therefore put more effort into loop this knot created, tightening the rope until he making his relationship with her work than he could stopped taking in air. muster for my mother. The desired effect wasn’t achieved, however. They made it through the first three years of Instead of being embraced by the darkness of death, my brother’s life before their relationship fell apart. It the rope snapped. Instead of the permanent crushing was within the first two years of this timeframe that I of his windpipe, he got a couple scrapes and bruises started to notice my father preferred his new son to me. from hitting the ground below. Instead of escaping for a better, less painful world, my father found himself eight years at this point, I knew I couldn’t do anything stuck suffering through the unjustness of this one. Having grown up under my father’s rule for fun until I mastered all my homework, both what my The first time I disappointed my father was on teacher assigned and what my father did. Because of the day I was born. The sound of my parents fighting this, I lay on the floor in the dining room of the woman’s filled the hospital room as they tried to establish a house finishing up the last couple of problems. It only name for me. Both parents were not far out of high took a few minutes, so I quickly put the packet back school and were unmarried. As such, my mother into my folder and shoved it in my backpack, climbing wanted me—not her first child but her first child by up off the floor as I did so. this man and her first daughter—to carry out the judgment that came with her last name. Much more wandered into the living room in hopes of watching traditional, my father thought I should share in the some TV. The sight meeting my eyes seemed normal fame that came with being so close to the heights. enough at the time: my baby brother, his mother, and Their words permeated through the air for quite some my father cuddling on the couch. Similar expressions time before they finally reached a conclusion. In the filled all three of their faces, a mixture of happiness end, my mother won. Done with everything required of me, I and contentment. I felt my mouth turn up in a smile The first time I noticed my father’s feelings as I looked at them. “Oh, what a happy little family,” I for me was when he was still dating the next woman said. They laughed, I walked over to the armchair in the to get pregnant. She, unlike my mother, managed to corner, and we sat watching cartoons together. 58 GABBY BROOKE | STORY OF A BROKEN GIRL Later that night, after my father and I had that I’m not good enough. Why did I get stuck with this returned to our own home, I found myself struggling failure of a daughter? to fall asleep. My eyes were drawn to the darkened periwinkle of my bedroom wall time and time again. hatred was a month before I went back to college. I Shadowy fingers skittered across the paint as the wind didn’t want to admit he only cared about the mold blew through the lilac bush outside the window, and I he kept shoving me into. I wanted to believe that he realized I hardly ever saw that look on my father’s face would back off enough to let me live my own life if it when we were alone. looked like I was starting to achieve some semblance of The day my best friend and I went into the success. One warm, sunny day in July, however, he threw counselor’s office at my high school to find out our his true feelings for me in my face like a vat of acid. results for the ACTs, I was ecstatic. I expected to get a score similar to hers, only a couple of points above His first text that day was something that I probably should have seen coming. For years I had the average. Instead, I somehow managed to get one taken the brunt of my father’s anger and frustration, of the highest scores in my class. Once the shock of so I should have been used to it. Still, the message seeing the handwritten number on the little slip of came as a surprise. I paused my conversation with paper wore off, I pulled out my phone and texted my my boyfriend and unlocked my phone to see what father. “I got a 31 on the ACTs!!!” The first time I acknowledged my father’s the message contained. I regretted it almost instantly. A few minutes later, I got a reply. “Who “After sunday your phone will be turned off,” the text did better?” The ecstasy I felt earlier faded into read, containing the numerous spelling and grammar nothingness as I stared down at my phone. errors that I had learned to ignore. “If you want to keep your number you will need to be back here tomorrow My first semester of PSEO, my GPA was a 3.62. with enough time for us to go to a sprint store to “Why didn’t you get all A’s?” transfer it into your name. You a grown. Time to start “Why aren’t you home to watch the pups?” taking financial responcability for yourself.” “Do you have a job yet?” Silence. A deadly stare, eyes screaming at me Reading the words off my phone screen, fury started to bubble up inside of me. I hadn’t done 59 anything to prompt this sort of reaction from my my anger into a full-on rolling boil intense enough father. In fact, I hardly ever did. Knowing that any sort to send the water of my sanity over the edge of of misstep could lead to this sort of reaction, though, the pot. As it came into contact with the burner, it I had made sure to tell him before I left that my completely evaporated. boyfriend worked at 4:00, so we couldn’t have stuck around like he asked. “He’s not going to pick me up icon next to my father’s name on the screen. My rage for another ten minutes, though,” I mentioned, trying continued to double in size with each subsequent dial to still be of help. When my father chose to ignore me tone until finally he picked up the call. “What?” he said and go inside the house, I figured he no longer wanted gruffly, sounding as angry as I felt. my assistance and that I was in the clear. Apparently, this wasn’t the case. I immediately hit the small telephone-shaped “I’m not waiting until tomorrow to talk about this. We are going to talk about this right now.” The fiery I stewed in the heat of the cherry-red Impala anger coursing through my veins caused my vision to but said nothing. He takes his frustrations out on you blur. Instead of a three-lane highway, all I saw was a sea all the time, I thought to myself. It always blows over of black. The pounding of the warriors desperately in a couple of days. I stared out the window at the wanting to draw blood blocked out every other sound trees whipping by, but I didn’t really notice them. filling the car. Every sound except my father’s breathing I focused instead on the pounding of my heart, on the other end of the line. calling out like a war tribe about to go into battle. Slowly but surely the screaming started to settle into a whisper, at which point I turned to continue after a few seconds of silence. “Do you really want to my conversation with my boyfriend. talk about this when I’m angry? Because you already know how this is going to turn out if we start talking Not even two minutes later, my phone pinged about this right now. It’ll go so much worse for you, again. “Will wil also discuss the terms of your rent and you know it.” With each word came a new wave tomorrow,” my father now wrote. “Payment will be due of hatred that stacked upon the one prior. When the on the 1st.” “Do you really want to do that?” he asked culmination of waves built itself into a tsunami he This statement sent the gentle bubbling of released it, directing all of that power at me. In one 60 76 GABBY BROOKE | STORY OF A BROKEN GIRL fell swoop, my father managed to not only crush the Dear Father, rebellion but drown all of the battle-crazed warriors I’m sorry I ruined your life so thoroughly. I’m sorry I failed marching out to meet him. The battlefield was empty to become the child you thought you deserved. I tried my save for a few raging questions. best to live up to your standards and be everything you What kind of father comes to hate his wanted me to be, but I couldn’t force myself into that own daughter? What kind of father can focus so mold. Maybe it would have been better for both of us if I intensely on creating the perfect daughter that he had been able to. Maybe you could have had a better life can completely ignore his breaking of her? What than the one you’re stuck with now. I’m sorry we’ll never kind of father can see the damage he causes and have the chance to know. Maybe your other child will do doesn’t care? a better job at pleasing you than I did. Not just for your sake, but for his. The hatred in my father’s voice and the words accompanying it finally broke me completely. I had If things still fail to go as desired, however, know that I done absolutely nothing wrong, and yet he still felt refuse to give up hope. You may have succeeded in it was necessary to tell me, “You fucked up your life breaking me once, but I survived. And I will continue to too many times and I am done dealing with it. You are survive, despite all that you put me through. You may an adult and it’s time for you to act like it. It’s time for tear me down time and time again, telling me about you to suffer the consequences of your actions.” The how I will never amount to anything in life, but that won’t fire fueling my anger gone, I felt nothing but sadness. ever stop me from trying. I will continue to persevere until Tears welled up in the corners of my eyes, and my I either gain the approval I so desperately want from you throat swelled to the point of almost entirely closing. or I die trying. Either outcome will have the same effect. I no longer wanted to tell my father his decision was Love, going to make it impossible for me to go to college. The Failure I didn’t want to confront him about the fact he was attempting to ruin my life in much the same way I had ruined his. At that moment in time, I no longer had a life to ruin. 62 Between Borders SA I RA M O NT E S M O O R E I was born but I can’t go back to where I was born. My brownness is stuck between borders. It is stuck between: whites mispronouncing Saira for they do not know how to caress my name on their tongues and a land I do not know. I ache. I exist between borders. I grow with the little water that’s in the desert. I heal and allow myself to grieve over what has been taken. I allow myself to grieve and remember I resist between borders. My skin is blessed, with the color of earth. I allow myself now to live, to love between borders. 64 65 ANI CASSELLIUS Freedom and Tension 66 ALLISON USELMAN Glenn Elementary, 2 PM I t was the second week of October, and the air outside was cool and the leaves on all the trees on When did Mrs. Carpenter say she was coming?” the lawn outside John H. Glenn Elementary were turning red and yellow and gold. Inside the school’s “When did you say the mother would be here? The secretary twisted the phone cord around her finger and looked once at little James Carpenter, main office, which was usually all but deserted at this sitting in the gray plastic chair just next to the teacher’s. time of the afternoon, the school’s secretary sat with “I told you, Ms. Heller. She didn’t say,” the secretary said. the phone cradled between her left shoulder and “And I can’t call her again, she’s probably left already.” ear, a pad of white paper on the desk in front of her. She didn’t bother to cover the mouth piece of the She was in the middle of writing down the name of phone as she spoke. a particularly uncooperative postal worker when the teacher sitting in the corner chair, just across from the desk, stood up and asked the question she had been and walked back over to the seat she had been sitting intermittently posing for the past twenty minutes. in but did not sit down. Instead, she crossed her arms 67 Ms. Heller, captain of room 307, let out a sigh and planted her loafer-clad feet firmly on the floor. already taken care of it.” “No, honey, I wasn’t talking to you,” the At the mention of the girl Alice, James had let secretary said into the phone and then rubbed at her out a groan and doubled over in his chair in a position temples as if the postal worker’s apparent confusion that might have been impressive due to the flexibility had the instant and singular ability to produce a required of the performer but under the circumstances headache in whoever happened to be on the receiving just looked sad. He sat with his forehead touching his end of it. knees and his arms wrapped under his legs for only a few seconds before Ms. Heller dropped her hand from “Well I don’t know what I’m going to do if her ear and spoke again, all sense of a kindly pretense she doesn’t get here soon,” Ms. Heller said. “I just leaving her voice. don’t know.” “Hang on a minute,” the secretary said into “What did you say? Did you say something?” she said. A muffled reply came from the region of the phone, and then, after pulling the receiver slightly James’ knees. “Sit up, please, so that I can hear you.” away from her mouth, she said to the teacher, “Why don’t you go back to your class? Why don’t you just go back to your class and leave him here with me?” said, ‘I didn’t say anything.’” Ms. Heller either didn’t hear the secretary or James sat up. “I didn’t say anything,” he said. “I “Oh, I’m sure,” Ms. Heller said, and began chose to ignore the suggestion. She uncrossed one twisting her earring again. Then, turning to the arm and lifted a hand up to her ear, twisting the back secretary as if James wasn’t there at all, she said, “Do of one of the little pearl earrings she was wearing back you know how many times we’ve been through this? and forth between her fingers. “I have a whole class of Do you know how many times in just this year? Seven.” students back in that room waiting for me, and that The secretary nodded. she said, her voice taking a tone of pity. “What am I “Or something around that number, I can’t supposed to do about that? What am I supposed to remember.” poor girl Alice still has pencil lead stuck in her hand,” tell her parents?” “It’s only October,” the secretary said “I don’t know,” the secretary said. “I told you, observationally. James, who was listening to all of what just go back to your room and see if they haven’t was being said, didn’t seem to mind so much what the 68 ALLISON USELMAN | GLENN ELEMENTARY, 2PM secretary said. He didn’t appear to be upset at the use while the secretary turned back to her pad of paper. of the phrase “only October” in relation to his seven visits to the office, didn’t seem to feel accused by said once the secretary was faced away from him. it. It was as if the secretary had asked if anyone else thought it was too warm in the office or if she had pointed to the fluorescent lights on the ceiling and said, “These sure don’t help my complexion any.” It was The secretary snorted. “Nothing right now,” shook his head no. “I’m going to go back to my classroom now,” “It means I’m waiting for the person on the other line to come back. Right now they’re doing and you can deal with him. I can’t wait around all day something else, and I gotta wait.” just for the mother to show up.” “Alright, alright. You do that,” the secretary James nodded the nod of a child that doesn’t quite understand but wants to give the illusion of said, and watched out of the corner of her eye as Ms. understanding, the same nod that could be found Heller turned on her heels and walked through the adopted into the behavior patterns by any number of doorway of the office. children at Glenn Elementary. Once she was sure the teacher was gone, the secretary turned to James, her hand covering the James waited for the secretary to turn away from him before posing his next question. mouthpiece of the phone, and said, “I told her to go “Ma’am?” back to her room a hundred times, didn’t I? I swear I told her to go about a hundred times since she came in here.” James watched the back of her head for a means?” She turned around to face James again. He Ms. Heller said. “I’m going to leave him here with you, she said. “I’m on hold, dear. You know what ‘on hold’ not say anything. “The post office,” she said. Abruptly, Ms. Heller reached out a hand and patted the desk twice. The secretary looked up but did moment and then spoke. “What’s it saying?” strictly an observation. “Who are you talking to on the phone?” James “Yes? What is it?” the secretary said. She didn’t turn around. James didn’t say anything. He squeezed his knees together and tapped his shoes lightly on the floor 69 “How many kids usually come here? I mean— how many kids usually end up here on a regular day?” never arrived in the first place?” she said, and that was when James stood up from his chair and pulled “You mean how many kids come to the office the door to the office open just wide enough for him like—like you do? Is that what you mean?” “Yeah,” James said. “Oh, I don’t know. Not too many.” “How many of them are weird? Are a lot of to slip through. Which he did without making a noise until the door slammed shut behind him and he broke into a run down the deserted hallway. quickly descending a flight of stairs, James hooked them weird kids?” James said and waited. Being a boy all too familiar with the perils of his index fingers through the two belt loops on the The secretary, as if only now understanding outermost sides of his pants and pulled as he ran just what it was James was getting at, turned around down the school’s front steps. Outside, in the October and arranged her face into a smile, tilting her head afternoon, the school grounds were empty. The only a bit to the left− that is, as far as she could without movement came from the rustling of the trees out the phone slipping out from her shoulder’s grip. She by the playground and the occasional bird flying over probably thought the motion looked kindly, maybe the athletic fields. Even the sky appeared still, the few even sympathetic, which it might have if it weren’t clouds slightly covering the sun hardly moving at all for the self-satisfied look in her eye, the look that so that the whole scene gave off the impression of suggested what she was about to say was going to a photograph. James stopped and looked at it all for make her feel better rather than the child she was a moment, his fingers still hooked around his belt supposedly comforting. “None of them are weird, loops, before he started down the pathway to the honey. None of them are weird at all,” she said and playground. About halfway down the path, he stopped then turned back to the papers on her desk. and veered off to the right so that instead of walking directly down to the play equipment, he was standing Evidently, the postal worker on the other in place just before the ground dropped off and was end of the line began speaking then, as the secretary held up by a concrete retaining wall. picked up her pencil and began writing something down. “Uh-huh,” she said into the phone, and then stopped. She set the pencil down and switched the tapped at the concrete with the toe of his shoe. Then, phone to her other ear. “So you’re telling me they as though there were nothing else he could do, he 70 He squinted out at the playground and ALLISON USELMAN | GLENN ELEMENTARY, 2PM lowered himself down onto the wall and sat. Although coat, and looked rather casual standing there in the the ground was soft, it was still cool on his skin. He grass with his hand in his pockets and his tie loosened dug the heels of his hands into the dirt and rubbed around his neck. He looked like the type of man whose at it until the friction warmed it and the dirt smeared desk probably contained at least one drawer with, if across his palms. He was occupied with the dirt for not a full-sized at least a travel-sized, bottle of aspirin. only a minute before he heard the distant creak of the “Is this seat taken?” Mr. Mitchell said and nodded to school’s front door and, soon after, the sound of dress the space beside James where the boy had wiped the shoes on pavement. dirt off his hands. He didn’t turn to look at who was coming. Instead, he pressed his open palms flat onto the top “No, it’s not taken,” James said. “But there’s dirt there.” of the wall on either side of him and rubbed the dirt away, leaving his palms slightly pink. Then, with great “There’s dirt everywhere,” Mr. Mitchell said, and lowered himself down onto the concrete. ceremony, he lay back in the grass and folded his hands across his stomach, his legs hanging down in front of him. He was positioned in such a way that if don’t you have a jacket on today?” someone happened to glance at the retaining wall “Where’s your jacket?” James asked. “Why “I didn’t feel like wearing one,” Mr. Mitchell said. of small legs from the knees down, three inches apart “Oh yeah?” James said. By now both his eyes and seemingly unweighted by an attachment to any were open but he was still lying flat on his back. from a distance, they would only be able to see a pair human form. nice a day for jackets. All this beautiful weather and all.” James was lying in this exact position, with his eyes closed, when the sound of the dress shoes on the pavement stopped, and a shadow crossed over where At this, James sat up. “You can still wear a jacket even if it’s nice out,” he said. Mr. Mitchell shrugged. No he lay. He opened one eye, his nose scrunching up on one spoke, there didn’t seem to be anything to say, one side with the movement, and looked up into the until James stared at the junior counselor long enough face of Junior Counselor Mitchell—or, as the children to wonder what was going on in his brain. at Glenn Elementary usually called him, Mr. Mitchell. “Yeah,” Mr. Mitchell said. “I thought it was too Mr. Mitchell was in his shirtsleeves, no sport 71 “What are you thinking about right now?” James said. I guess.” “What am I thinking about right now?” Mr. Mitchell repeated. He scratched at his head and then crossed his arms. “Ticonderoga pencils,” he said. James frowned at this but did not say anything. “Alright then, I guess I’m thinking about “Well you just asked me what I was thinking Mr. Mitchell let the question mull over in his down the front of his shirt. When he found the words he wanted, he spoke, although pensively as to give the illusion that he was finding the words as he went. began to walk along the edge of the concrete. loose and so he undid it altogether and just let it hang James jumped up suddenly from the wall and “I don’t want to talk about that,” he said. “Am I weird?” James said again. out his tie, but it kept feeling either too tight or too their hands.” brain for a bit. While he thought, he tried to straighten Ticonderoga pencils and little girls with them stuck in Mr. Mitchell shrugged. “That’s fine. That’s fine, “I’d say you’ve got about, oh, I don’t know, slightly more weirdness than your average third grader. About. If I had to guess.” about,” Mr. Mitchell said. “And that was it.” James nodded solemnly. “Yeah, I know. I just don’t want to talk about that.” “My mother always tells me I’m not. Well, my Mr. Mitchell watched as James teetered on mother and father I guess. And this morning, that lady told me I wasn’t.” the wall. “Would you sit down?” he said. “I don’t like you being that close to the edge.” “Lady. You mean the−?” “Sec-retary.” James pronounced the word in “It’s not that high,” James said. He kicked at a few leaves on the wall and spoke again. “Am I weird?” two, his expression serious as he did so. “Oh,” was all Mr. Mitchell could think to say. James twisted his face into what looked more “Why don’t you just sit down, huh? Why don’t you just sit down here?” Mr. Mitchell patted the concreate beside himself where James had been like an imitation of a sneer than an actual sneer, like he sitting just moments before. didn’t want to actually wear the expression but more “I don’t think I want to,” James said. so wanted to try it on for size. He bent down then and 72 ALLISON USELMAN | GLENN ELEMENTARY, 2PM picked up a leaf from the ground. It was red along the not looking and didn’t need to be to know what Mr. inside, near the stem, but the outside edges were a Mitchell was talking about. “He ran all the way in less bright yellow. He pinched the stem between his index than thirty seconds. I couldn’t believe it.” He shook his finger and thumb and spun it back and forth four times head for emphasis. before letting it drop to the ground. He watched it until it lay still. “I guess I’m pretty sorry about that girl Alice,” “In twenty-seven seconds,” James said, still digging the hole. he said then. “Her hand was just sitting there and all, on the table. I didn’t mean to do it, it just happened.” “I think it was twenty-eight.” “Sure,” Mr. Mitchell said. “I see.” “No,” James said, looking up now. “No, it was “It really did. I really don’t even know how it twenty-seven. I remember.” happened. I don’t.” delinquent, always in the principal’s office, always “Okay.” spending your lunches with the counselors−” “Really.” “Oh? And why should I believe you? A “Because I did it,” James said, not quite James crouched down in the grass and believing that Mr. Mitchell didn’t know this already wrapped his arms around his folded knees. The but still insisting on it nonetheless. “I ran all that way in grounds around the two were still, no movement in twenty-seven seconds. That was me.” the athletic fields or the playground. Only occasionally a wind came through and shook the trees, but even Mr. Mitchell wagged an I-should-have-known finger in the air and nodded his head theatrically. that didn’t last for long, and everything grew still again. “That’s right,” he said. “That’s right, it was you. It was.” Before long James began to occupy himself by digging a small hole in the ground with a twig he found lying by his shoe. just long enough for a bird to sound its call somewhere There was quiet between the two for a time by the athletic fields, the sound itself ringing hollow “You know,” Mr. Mitchell said, breaking the and thin throughout the school grounds, the way silence. “I once saw a kid run all the way from that bird calls in the fall often sound to those privy to hear field to that swing set right there.” He pointed as he them. Just after the far-off bird fell silent, the quiet spoke to illustrate what he meant, although James was between the two by the wall was broken. 73 started to scream and−” “I’m not a delinquent.” The assertion came softly from the space just beside the freshly dug hole in the ground, in the voice of someone trying to He broke off at the same moment that he dropped from his squat to fully sitting on the ground, convince themselves of a thought while not quite sure his knees folded in front of himself where he could about its truthfulness. On the wall, Mr. Mitchell shifted easily hug them to his chest. his weight so that he could get a better look at James, who had by now dropped the twig altogether and was again hugging his knees. With his right leg pulled up He breathed in as if he were going to say something onto the grass now and bent at the knee, Mr. Mitchell else but then stopped, apparently thinking better of raised his eyebrows at the boy and waited for him to it. James, too, took in a rather deep, although shaky, say something else. When he finally did speak, it was breath and then remained silent. He began to wipe at in the same small voice as before. his face with seemingly no specific intent. He might “Alright,” Mr. Mitchell said. “That’s alright.” have been wiping away tears or frantically feeling to “It wasn’t my fault, with the pencil. It wasn’t see if his eyes, nose, and mouth were still where he my fault.” left them, it was difficult to tell which. Whichever one “Oh?” Both parties were hardly speaking it was, though, the two sat there in the grass, holding above a whisper; if there had been even a slight wind, their respective positions for an impressive amount neither would have been able to hear one another. of time, until in the parking lot, a good fifty feet away from the retaining wall and just out of earshot, a car “Her hand was just sitting there on the table. pulled up and parked. It was just sitting there.” Mr. Mitchell was still; he was waiting for James to speak, not prompting the boy in the slightest. In fact, he looked almost accustomed to the act of silently waiting for the boy to speak, hardly moving at all for fear of disrupting him. “It looked soft, and I had the pencil in my hand.” James paused, starting to cry now. “And I don’t know what happened, I just know that girl Alice 74 75 B R I D G ET T E BO O N E Untitled 76 “For Carl Brandhorst” Teotihuácan, ciudad de los dioses SA RA H D E G N E R R I V E RO S La puerta de la ciudad del fuego y del agua The door of the city of fire and of water es la calzada de los muertos que guía Is the pathway of the dead who guide a través de un arco iris celeste. Through a celestial rainbow Pasa por el camino de las estrellas, That passes along the way of the stars orientada al norte astrológico Oriented with the astrological north a la entrada del paraíso Tlolcán. To the entrance of paradise, Tlolcán. Entre nopales y agaves, sobre las piedras Between prickly pear cactus and agave, sube el pirámide de la serpiente emplumada, The plumed serpent’s pyramid rises over the stones hecho de los restos de las esculturas caídas Built with the remains of fallen sculptures, de la cabeza del jaguar, un templo From the jaguar’s head, a hidden and discovered escondido y encontrado en las entrañas Temple in the womb of a volcanic mountain. de un monte volcánico. On these rocks depends the fertility of the earth. De estas piedras depende The gods keep watch; Cipactli, la fertilidad de la tierra. Scaled monster from the underworld, Guardan vigilia los dioses Cipactli, The caiman lizard and its duality, monstruo con escamas del inframundo, Tláloc, god of the water from the sky, the rain, el lagarto caimán, y su dualidad In feline form representing the morning. Tláloc, dios del agua del cielo, la lluvia en forma felina que representa la mañana. Further along the walk of dead, Rows of pilgrims wind along the profile Más allá en la calzada de la muerte, Of the sun pyramid. los peregrinos hormiguean en fila To the right of the stone road, they walk por el perfil de la pirámide del sol. Along the horizon that passes through worlds. A la derecha de la calzada, pisan The grey temple remembers when it wore 78 SARAH DEGNER RIVEROS | TEOTIHUÁCAN, CIUDAD DE LOS DIOSES el horizonte que traspasa mundos. Smooth stucco painted red, El templo gris recuerda cuando llevaba And when the gods were honored un estuco pulido pintado de rojo, In the form of a fetus buried inside the uterus of the earth. y cuando se honraban a los dioses, The death overcame them in asphyxia, plantando la semilla del cuerpo humano Their last breaths choking on the dust en forma de feto en el vientre de la tierra. In the womb of the volcanic earth. La muerte les sobrevino en asfixia, su últimos suspiros ahogados de polvo At the far end of the walk, the pyramid of the moon en las entrañas de la tierra volcánica. Rises up in light, reflecting the sun. The energy crisscrosses the stone steps Al fondo de la calzada, se levanta iluminada From side to side, zigzag. The angle detains la pirámide de la luna que refleja el sol. Human breath amidst the heights. La energía cruza las escaleras de piedra Raising the gaze to observe the mountains de lado a lado, diagonal. El ángulo detiene And pyramids from afar la respiración humana con la altura. Is to feel for a moment in time, looking down from heaven, Levantar la vista para observar de lejos Like a god of history, as the owner of the past, los montes y las pirámides abajo The present, and the future. The moon keeps watch es sentirse por un momento desde el cielo And remembers everything that has taken place, un dios de la historia, dueño del pasado, Illuminating prophesies with every cyclical turn in the del presente, y del futuro. La luna vigila years to come. y recuerda todo lo sucedido y profetiza cada giro del ciclo del porvenir. 79 SA RA H D E G N E R R I V E RO S Teotihuácan 80 81 JEN MEINHARDT Solitude 82 Take a Deep Breath D. E . G R E E N Even the air we breathe is processed, has to be now that the fires in the north and west have flung particulate matter across the continent. So we carry on, don our masks and our oxygen tanks before we sit down to play the harp or piano—no trumpets or trombones since we cannot inhale enough to blow, Gabriel, blow any more—and pretend life is good, still pretty good, as my friend Bob likes to say, just as the gauge on the tank veers toward empty and the lightning cracks and the floodgates open and we become curios and knick-knacks in nature’s wild parlor. NOU-CHEE CHANG Fantasy 84 G RANT BE RG Big Muddy Mike Washing Dolly, St. Louis, MO 85 86 I am not deceived RA C H E L B RO W N I am not deceived No I am not deceived I am not totally made of water even if I can’t get you now but like liquid I seep through the cloth when the ice caps melt that wraps around your wide shoulders there will be no more places and I warp your bones for you to slither the way rivers shape canyons and your high ground cutting will be under my waves. cutting eroding away until you’re brittle. I will not be deceived not again I have seen the way you snake inside of girl’s hearts flick them with your split pink tongue and lap away at the moisture there and while I am not water like liquid I will encircle you ophidian snakes can swim but only for so long. 88 Holding On SA I RA M O NT E S M O O R E mami does not speak sunflowers & white roses about the past of Mexico she died from the mistakes of my abuelo abuela’s favorite flowers in hushed voices I heard: sida. of crossing acquired immune deficiency syndrome, how did we cross? AIDS eso que no te importa it does not matter, what matters is that we are her daughters do not grieve her anymore here I do but here we have enough no la conozco. maybe one day I can stand on the soft earth, it’s not enough but the past won’t catch up if with sunflowers and white roses in my hand you forget and are gone her name etched in the gravestone maybe one day I’ll— my phone shelters notes of scattered words Mami lets slip from the life before me, some days all I smell is patchouli, my father loves the smell she gives me these gifts eres como el, inteligente with softness and in passing mami always compares me to him but at night when all is quiet I wonder memories barely clinging to reality memories that could mean nothing but how can you leave your niña? I hold with a clenched hand at night 90 106 SAIRA MONTES MOORE | HOLDING ON how do you sleep at night, when all is quiet and your daughter does not love you? el no es mi papa, no lo conozco I hold on to the past with love and coraje I sleep at night with memories in my phone with dreams of patchouli, sunflowers & white roses No los conozco maybe one day I’ll know them maybe it will not matter because I’m here 92 night 108 AN D E R S SAT E R E N Naked in the Nighttime I awoke in the fetal position, huddled under the miles per hour. I sat alone in a seat toward the front warm glow of a vending machine. As I sat up, of the bus, head propped against the window, feeling there was a nice, chilly sensation as my bare the vibrations as we thundered along the highway. butt cheeks pressed against the concrete floor. I sat For the last fifteen minutes, my attention had been there half-asleep, feeling the gentle rumble of the split between the pages of the book in my lap and the coin-operated soda dispenser against my back and passing landscapes to my right as it changed from tried to figure out what exactly was happening. In my flat farmland to a wall of towering pine trees. befuddled state, I didn’t fully realize the disturbing reality of my current predicament. I was lost, drew closer to our destination: Camp Wijamego. At disoriented, and entirely nude. A tangible excitement could be felt as we my high school, there is a tradition in which, once The bus traveled northward along Interstate a year, the band, choir, and orchestra kids pile onto 35 toward Duluth, Minnesota, doing just over 70 buses and go on a fun little retreat together to 95 someplace the teachers deem exciting enough. We that things would be okay, the lingering fear that my then spend a few days engaging in miscellaneous sleeping disorder would act up on this trip would not musical activities, participating in team-building leave the back of my mind. exercises, playing games, before performing in a final concert. I was a freshman, so I’d never been on the under the vending machine, it didn’t take long for me to realize that I was, in trip, but from what I’d overheard, it can be pretty fact, not dreaming but rather living through the lame. I took it over the alternative: going to school absolute worst-case scenario for any high-school and doing homework. Back student: being caught naked at a school function. A low hum of high-school voices filled the Understandably, I began to panic, my heart beating bus, mostly originating from the back of the bus, out of my bare, hairless chest. Given that my wiener which was where the upperclassmen dwelled—the was fully exposed, I quickly scurried out of the open cream of the crop from Central High School. I sat and into the dark nook behind the vending machine. up front, listening, and could make out the voice of I must’ve looked like Gollum or some other type of Ryan Norman above the rest. We played on the tennis demented creature while nakedly sulking in that team together last year. Well, I was on the B-team, damp corner. There were so many questions being and he was on varsity. He was a junior, and I was in hurled in my direction, and I had no answers for any eighth grade so we never talked, but I’m pretty sure of them; it reminded me of math class. Am I still in he at least knows my face. Of course, he was also the lodge? Why am I naked? Where are my undies? the captain of both the hockey and soccer team, so I doubt I was even a blip on his radar. Okay, let’s pause for a second. While my current predicament may seem rather odd to most Anyway, we were all assigned random ordinary people, waking up in places other than roommates, and with my luck, Ryan and I were set to my bed has actually been somewhat of a common be roomies on this trip. I had not yet talked to him, but occurrence throughout my life. I believe the formal I could only imagine how disappointed he must’ve term for the bizarre sleep disorder that I suffer from is been to have to room with a freshman. That was not somnambulism; however, most people affectionately what was worrying me though. I had never been on refer to it as sleepwalking. Throughout my childhood a trip like this, and despite my mom’s assurances and into my early teens, I would occasionally wake 96 ANDERS SATEREN | NAKED IN THE NIGHTTIME up downstairs on the couch, on the comfy leather Ryan would be fast asleep on the other side of it. News chair in the living room, or in our creepy, dungeon- travels fast in high school, and if even a single soul like basement with the multitude of centipedes and were to find out about this, the entire school would spiders. One time, I even woke up in our front lawn, know in a matter of minutes. I don’t know Ryan, but cuddled up in the long grass. When I slept over at somehow I doubt he would keep this secret for me. friends’ houses, my parents would have to call ahead The sheer embarrassment would be more than my and warn that I might wander around their house or fragile teenage psyche could bear. Every ounce of raid their fridge in my sleep. It goes without saying my being wanted to cower in my safe haven behind that I wasn’t invited to many sleepovers. that vending machine until the end of time, but that would basically ensure my capture come morning Anyway, as I made my way through puberty, time. Eventually, I would have to leave my cove and these nighttime escapades became less frequent, journey out into the frightening world. and by high school, they had all but stopped. I was happy to have left my sleepwalking and bed-soaking days behind me. Fast-forward to the end of freshman formulate in my mind. I imagined that I was James year. At that point in time, my sleepwalking had Bond planning an elaborate infiltration of a Russian become so infrequent that I wasn’t overly worried embassy, except naked. My dossier made it clear that about staying in a lodge in Northern Minnesota for a avoiding detection would be absolutely imperative in few days. Oh, how wrong I was. order to complete the mission with my dignity intact. Slowly but surely, a loose plan began to It also read that in order to stand any chance of ever Okay, deep breath, dude. Pull yourself together. reaching my destination, I would need to figure out Let’s try to be rational about this. Obviously, I need to exactly where the hell I was. This meant that I would get back into my room and for reasons that need not be have to sneak around and find my bearings. I took stated, nobody can witness me doing this. The problem a deep breath, said a quick prayer under my breath, is that the doors in this lodge lock automatically and gestured a cross across my chest (I’m not Catholic, specific key cards are required to unlock them. I highly but I could use all the help I could get), and slithered doubt that my sleepwalking alter-ego was considerate out from behind the vending machine into the enough to grab one of them on his way out. Simply illuminated hallway. knocking on the door is out of the question because 97 With one hand permanently cupped over placed decorative plants. Similar to the Predator my genitals, I tiptoed through a long hallway. Staying scanning the jungles of Val Verde in search of its next as low to the ground as possible, I glided down the trophy-kill, I scanned the room for any signs of life. I long corridor, all the while keeping my bloodshot detected no movement and picked up no auditory eyes peeled for any clues regarding my current cues; everything was eerily quiet, a little too quiet whereabouts. Dorothy’s yellow brick road may if you ask me. Concluding that the coast was clear, have led her to Emerald City, but mine led me to I cracked the door a little bit more and prepared to a door marked “Lobby.” My situation was still quite make my big entrance; that’s when I saw him. dire, however. I was at the very least relieved that I was still in the hotel. There were no stairwells or overweight, middle-aged man with a rosy-red nose, a elevators leading out of the hallway. It seemed that shiny baton hanging off his utility belt, and powdered proceeding through the lobby was the only viable doughnut residue caked onto the large caterpillar- course of action. I stood in front of that door for a few like mustache rested upon his top lip. I’m surprised minutes and cursed this entire awful situation. What a stream of urine didn’t go shooting down my leg as had I done in a past life to deserve such dreadful I lunged backward through the lobby door and, with luck? There was a good chance that once I passed two hands, covered up my nuts like a greedy squirrel. through that door, I could very well become the first Dear baby Jesus, tell me that he didn’t see me, I thought documented case of non-consensual streaking. I to myself. Every second felt like a million lifetimes as was never cool enough to have been assigned a I waited for that door to come swinging open and nickname in the past, but now my fate as the “Camp for my cover to be blown, but that time never came. Wijamego Streaker” seemed all but sealed; social Eventually, the stress-induced heart palpitations died demise was inevitable. He was your prototypical security guard: an down and I gathered enough courage to peer into the With my naked body as my witness, it was lobby once again. The man (who I will affectionately time to make my move. Slowly, I edged the door refer to as Paul Blart from now on) was seated open, one creak at a time and peered through the motionlessly behind the front desk with his head slit into the well-lit lobby. The large room seemed tilted back slightly. The adrenaline pumping through all but uninhabited, aside from a few strategically my naked body must have heightened my senses 98 ANDERS SATEREN | NAKED IN THE NIGHTTIME because I swear that I could see his long mustache sleeping security guard, I got down on all fours and whiskers quivering in the hot wind escaping his stopped breathing entirely. There was no way that I nostrils. Paul was definitely fast asleep. was going to risk disturbing Paul’s beauty sleep. Like a Paul’s poor work habits were a ray of sunshine in an otherwise dark, hellish nightmare. It was this stroke of good fortune that gave rise to a tricksy, devilish idea. Up to this point, I had no clue how I was planning on actually getting into the room little, naked mole-rat, I quietly crept along the ground, inching ever closer to the treasure awaiting me behind the desk. I was nervous, exhausted, and sweaty, but I had to endure. There was too much on the line to turn back now. once I arrived at my destination. Paul’s deep slumber provided me with the means of entering the room tentative crawling, I arrived at the side of Paul’s desk. undetected: a room key. On the shelf directly behind I couldn’t see him yet, but I could hear the deep, the dozing behemoth were a few small stacks of key reverberant rumble of his breath. I’m sure it also cards. If I could slip past Paul and grab one of the reeked of powdered doughnuts and cheap coffee. keys, I would practically be home free! This would As I peer around the edge of the desk, I found myself be an extremely delicate and potentially hazardous face-to-face with a pair of stained khakis. Now was not maneuver, but acquiring one of those fabled key the time to be distracted by Paul’s life habits; I needed cards would be necessary if there was any hope of to focus, retrieve the key card as quickly and quietly this infiltration ending in success. as possible, and put as much space between my As I slowly crept into the lobby, I felt like Bilbo Baggins entering Smaug’s lair for the very first time. I was fully exposed. If only I had a ring that could grant me the power of invisibility. Stealthily, I slithered across the large room, getting closer and closer to the front desk. The gravity and sheer ridiculousness of what I was about to attempt felt like the weight Hand. Knee. Hand. Knee. After ten feet of naked body and the crime scene as humanly possible. Without making a peep, I rounded the corner of the desk, made my way past the dirty khakis, and headed towards the prize. Almost there, almost there... Then out of nowhere, I heard a heavy grunt and cough echo out behind me. Every nerve in my body tensed up and I curled up into a tiny ball on the floor. of a thousand suns on my bony, teenage shoulders. With only around ten feet separating me from the Considering how startled I was, I’m surprised that a 99 In his deep slumber, Paul had stirred. little turd didn’t plop out of my bare bottom onto the around and began cautiously crawling away from carpeted floor. I lay there on the ground scrunched Paul, my unclothed booty raised with pride. into a ball, eyes plastered shut and completely in the nude. I didn’t move a muscle. I was so nervous that I in unnoticed. Compared to everything that I just wouldn’t be shocked if my heart had stopped beating endured, this would be a piece of cake! On the other entirely. After a few of the tensest moments of my life, hand, walking around the halls of a camp in the nude I opened my eyes and slowly looked behind me. Paul was no time to get cocky. When I eventually pass had shifted slightly, but he was still out cold. If I dared away, I guarantee that Lady Luck will track down my to make any noise, this is when I would’ve left out a gravestone herself and chisel in, “Pride goeth before massive sigh of relief. I had to put this minor speed the fall.” My room was on the fourth fl oor, and I guess bump behind me and continue on my quest, though. that it was too much to ask for me to walk up four God, what I would give to be back in my bed right now, flights of stairs because some irrational, stubborn wrapped in a warm blanket. No, stop! Now is not the time part of me decided that it would be a good idea to to fantasize! At this point, I was a mere foot from the take the elevator. Like a stupid lab rat, I was enticed key cards. They were so beautiful that I could’ve cried. by the cheese and foolishly entered the trap. Upon At that moment, I wanted one of those keys more entering the metal box of doom, I nonchalantly than anything in the world; it would be my ticket out tapped the button for the fourth floor and watched of this nightmare and back into reality. the heavy doors slowly screech shut. I had traversed the lobby, slipped past Paul—the fearsome, slumbering All I had to do was get to the room and slip dragon—and The elevator jerked up floor by floor as I leaned against the wall, eyes closed and head resting finally, I had arrived. The treasure was within reach. contentedly upon the cool metal. Things were going Despite the circumstances, I felt a very real sense well, considering the position I was in less than an of accomplishment. With a slight grin, I hooked my hour ago. At this point, I had gotten quite used to my arm up and grabbed a handful of key cards off of au naturel state, but even at four in the morning, I was the counter. There was no way I was going to risk fearful that the elevator would come to a halt and an the card not working, so I took a few backups, just in unsuspecting visitor would enter my naked, metal case. After retrieving the precious cargo, I shimmied tomb. Yet in a surprising turn of luck, I reached my 100 ANDERS SATEREN | NAKED IN THE NIGHTTIME floor without any hiccups or roadblocks. I was home room behind him. free at last! Yeehaw! I could hardly look at Ryan as I passed him, but Despite this, upon exiting the elevator, I I wasted no time getting into the room, immediately checked both ways to make sure the coast was slipping into my Pink Floyd boxers. He followed me clear. It was, thankfully. Yet again, as I made my way into the room. down the hallway, I found myself close to the ground, sneaking like a ninja in the night. But then, I saw it. “I woke up in the middle of the night and couldn’t fall back asleep. It took a while to notice you The promised land, Heaven, Valhalla, whatever you weren’t here.” want to call it; it was there: my room. Okay, just sneak in unnoticed and put all of these shenanigans behind you. Upon approaching the door, I let out a deep sigh, once more cursed my dreaded somnambulism, and “Yeah, I had some business to attend to.” That was all I could come up with. I was now perched on the side of the bed, looking down at the reached out for the door. But just then, with a creak, ground in shame. the doorknob began to turn from the inside. Again, as if on cue, the fear I had felt many times that night flooded my senses. I watched in horror as the circular “Apparently.” knob rotated ninty degrees, turning and turning, “With no clothes on?” Ryan eyed me down, looking for answers. I sighed. It would be easier just to explain. figure, gawking. It was Ryan, the senior, in his pajamas, “Well, this has happened before. Well, never looking down at me, eyes wide as saucers. It was quite like this but...yeah, I sleepwalk.” Ryan stood there clear he was trying to comprehend exactly what he for a moment, nodding, before going off on a tangent. before letting out a slight click and popping ajar. The door opened, and before me stood a was looking at and really struggling with it, looking at this skinny, pale, naked body in front of him. After a sleepwalked into my room and peed all over my few moments, he blinked as if coming to his senses. “You know, one time my little brother Pokémon cards, a whole binder full.” “Uh...come in,” he said, gesturing towards the 101 I looked up and Ryan was now smiling, telling his story. same way it had been all year, only a nod from Ryan as he looked up and saw me passing by. “And then he walked over to the other side of the room and peed on my Godzilla comics. Everything I had ever loved!” Now I was smiling. “Man, I tell ya, I was so mad I could’ve killed him. I screamed at him for hours the next day, How hard is it to make it to the toilet!” I was in no mood to laugh, but the conclusion of his story made me chuckle. Ryan let out a smile, now done reminiscing. “I would’ve been mad too,” I agreed. I awoke the next morning in my own bed, thankfully, yet still filled with the dread and embarrassment of the night prior. Ryan wasn’t in the room, and I assumed he was already down at the mess hall for breakfast. I slipped on my jeans, a hoodie, and my sneakers and went off to face my social reckoning. Upon arriving at the mess hall, I found Ryan and posse already gathered there at a table in the corner, no doubt waiting to get a peek at the freshman who was found wandering the grounds of Camp Wijamego in the nude. Yet as I walked past their table, there were no jeers, no taunts, no social ridicule. There was nothing from the seniors, the 102 JEN MEINHARDT A Warm Place to Sleep 103 104 Identity Circle in 3 Parts, Ending with a Trek through the Antarctic Desert T E R R E N C E S H A M B L E Y J R. The only glow radiated from a string of icicle lights laid semi circle in the center of the room. Our group gathered in a nervous halo around it, the lights candle dim hypnotic & spook. The leader of the halo, a little black girl turned self assured chair woman says take a step into the circle if you identify as African or black and we all step. Step into the circle if most of your friends are the same racial or ethnic background as you and we all step. Step into the circle if you ever felt like you don’t belong and we all step. Step into the circle if your authority figures look like you and no one steps. Step into the circle if you ever watched the fire die in a set of eyes that are brown as yours, whether in person or on video and we all step. Step into the circle if you routinely hear stormtroopers spit I feared for my life as an apology 106 TERRENCE SHAMBLEY JR. | IDENTITY CIRCLE IN 3 PARTS and we all step. Step if you ever felt unsafe walking the streets at night and we all step. we all step. we all step. My eyes are fixed on the icicle lights the whole time. As we step its glow is a swinging medallion a spoon tap to a coffee mug a calm hand up a puppet’s back and when the leader says take a step if one of your parents is an alcohol or drug user I’m the only one that steps enough for the both of them. Take a step if you a stutterer only I step. Take a step if you identify as queer only I step. only I step. only I step. Take a step if you identify as non-binary my feet twitch whole body jerk and stop like slammed brakes a myriad of irises pierce holes in my skin and my eyes are fixed on the icicle lights laid semi circle in the center of the halo the whole time. Its glow is a sneaky portal. A lone body landlocked like a peeling corpse gawked by a ring of crows. And as the lone body stands 107 idle there’s a snap in landscape a poof of halo a vanish of room and lights and emerges a plot of bald frozen snow repeating into the distance. The lone body steps. 123 109 MELISSA FLORES Mickey 110 Lies My Drug-Dealer Told Me MICHAEL LEVINE Television, as dramatized as it may be, can only teach you so much I thought I had it all figured out at eighteen, but rather the drug had me as its crutch. I tried it. I loved it. I used it more than anything in life, And the only thing that I carry with me today is the awarded t-shirt and much strife. Years went by and a decade removed, While looking back, I am the only one that noosed. When I went to buy drugs for the first time, No one told me that these drugs would become more important than a perfect rhyme. Not only lies my drug-dealer told me, but lies I told me So that I convinced myself that this is who I wanted to be. Once it set in that I made a mistake, I thought that I could undo it by a few more extra minutes to bake. Treatment centers, jails, and suicide attempts became more of who I am Than scholarships, marathons, and a full container of jam. I have been caught in a cyclone of cynicism meshed with regret, Even Eddie Vedder living my life would have missed that fret. 112 128 MICHAEL LEVINE | LIES MY DRUG-DEALER TOLD ME Retiring my drug catalog, Now the time has come where my fog Has begun to dissipate, And those lies I am beginning to hate. I know the direction in which I am starting to lead And thankfully I no longer have to worry about putting in a not-guilty plea. 114 115 DAN I E L L A C L AY TO N Worry 116 The Seven Deadly Sins MEREDITH CARSTENS Beware: Violet-armored horses trot with hubris Orange-tongued pigs leave fields fruitless Emerald-eyed dogs covet man’s glories Midnight blue cows graze warm bodies Crimson-stained bears break spears and quivers Yellow frogs desire more than the golden rivers Sapphire goats idle by celeste waves and will stay ‘til the end of days. They lurk in the shadows, A dark reflection which shows Our flawed mortal souls bare. 118 The Streetlighter GABRIELA LUCÍA Do I know you? I feel I should as a flame dances in your hand like sunset on your palm. Meandering down my calf, meeting the underskin of my knee. Every knot untwists, Bluedark slips between our fingers, and my body bends for you. The fire undying patterns my side and the warmth crawls like rainfall from the ground. Now your hands are laced around my waist, a binding I cannot escape. And every unsung lullaby seeps from my heart when you do let me go. 120 121 JEN MEINHARDT Stranger 122 Friendly KAT H R Y N G RA H A M There is a man like a ghost, who is taller than me like a monster, and broader than me behind me, and much, much older than me in the dark. and whom I know to be a bit too friendly. There is a man who took my safe place There is a man and poisoned it with terror, who sends spiders crawling under my skin, with dread of a surprise. brews witches’ potions in my stomach, grows vines up my throat, Because there is a man and shakes the earth around me. who is taller than me, and broader than me There is a man and much, much older than me, who never touched me, and whom I know to be never spoke a threat, a bit and yet there’s fear too that fills me up, friendly. that drains me. There is a man I avoided in memories and pushed aside like someone I never met, until he appeared again 124 Dad JEN MEINHARDT Aries is incompatible with Cancer, and he was Aries and yet the cancer got him. A fire sign standing on the beach where Cancer became a wave, a chitin tsunami rising dark across the horizon. Cancer sucked the shoreline of his future out, out, o u t, and then sent it crashing back in again. Cancer covered the Aries fire, dousing his flame and finding its way into the brain and with the lunar pull of the moon it tracked, down, down, down, pulled by gravity along the outer orbit of his spine, paralyzing lungs as Cancer flooded them even after the waters receded. Dry drowning, a doused fire sucks out oxygen 126 142 JEN MEINHARDT | DAD leaving no flow to the brain. Cancer laps at the banks where Aries stood and each wave that hits the ground strikes, eroding it in a crumbling chorus of Abide With Me Fast Falls the Evening Tide. 128 NOU-CHEE CHANG life of a designer 129 130 I Am an Alchemist JEN MEINHARDT I submerge my skin and transmute the water no forlorn contemplation, the past spirits away from clear to deep blue, a hue the shade along with the steam and I breathe, lungs of distant Neptune, and I expanding further then they have before. This is have been immersed in stars. the alchemy of life turning the lead of the everyday I stare, enraptured into golden, glittering sparkles. at the captured heavenly bodies, twisting and turning they glint around my heavenly body, reflecting the light of the lamp that makes my distant sun. Comprised of a stick of sandalwood incense, a flame in the cosmos burning down and pressing into every gap like the way a child might press her nose into her papa’s neck looking for cologne and after shave, safety and musk combined into one. Together smoke and steam are breathed in through my lungs and with another spell are expelled into the air where they circle the room in a translucent veil of lazy cosmic ghosts looking for their next haunting. Puckering my lips I blow a steady stream of magicked air and they dissipate before the power of my voiceless incantation. Banished remembrance, 132 CARSON HUGHES A Date With Death L ike everything else in his life, Ted had managed nebulous, pitch-dark cloak. Ted could only nervously to screw this date up. He knew he should have stare as a putrid brown rapidly devoured the crimson called in and made a reservation at L’arnaque petals of the half-dozen roses he had bought for her, Chère, the most luxurious, yet quaint French eatery in twisting and wrinkling their foliage into dried tendrils. town. Instead, Ted sat with his date Lady Death, Reaper It was becoming quite clear that the roses wouldn’t be of Souls, Mistress of the Damned, and Goddess of the up to the standards of Target’s return policy. Styx, at the local Olive Garden, waiting on another round of unlimited breadsticks. It certainly didn’t help Ted thought of what he could say. What does one say to the living embodiment of death itself, that his chosen topics of conversation, ranging from let alone a woman? Ted’s efforts to say something how surprisingly little traffic there was on the way witty, charming, or insightful were a futile practice. here to the ridiculously high prices of gas these days, He was simply not the type of person who could say didn’t seem to interest her at all. He could already feel witty, charming, or insightful things. On the contrary, the disappointment radiating from underneath her 133 most of what Ted had spoken throughout his life was that seemed to emerge over and over again no matter completely unnecessary. Ted’s words swam where the how many times Death popped the pus out of it. tributaries of cliché entered the river of small talk. His openers for any conversation were, “Some weather “I think I’m going to head to the washroom,” Death finally replied. we’re having,” and, “Did you catch the game last night?” which lacked any reverence for the type of weather or game being discussed. Prying an original sentence catching himself mid-blunder. from Ted’s lips was like trying to extract the last drop of toothpaste from a flattened tube. Whether it be “Wait, you go to the—” Ted asked before Death sighed. “This was a mistake.” This wasn’t the first time Ted felt his name tied to the word for a best man speech or for the eulogy at his father’s “mistake,” and he was confident it wouldn’t be the funeral, Ted could never be expected to summon up last time either. Mistakes defined Ted’s life before he anything greater than a “Merriam-Webster’s dictionary was even born. He was the unfortunate byproduct of defines fatherhood as…” four Coors Lights, three sunrise margaritas, the men’s “You know, these breadsticks are actually bathroom at a Chili’s in Gainesville, Georgia, and a pretty good,” Ted offered with a nervous chuckle. broken condom. After the inevitable shotgun wedding, “Not as good as how you look tonight, of course,” Ted was born feet-first in the breech position, resulting Ted stammered a few moments later with a line as in a cesarean scar his mother never forgave him for. smooth as extra-chunky peanut butter. The steam from his minestrone that had tickled his lightly Death gazed down upon the insignificant, cowering mortal. “I thought the man who could see whiskered upper lip withered away as Ted waited for Death would be a lot more interesting.” an acknowledgement from the ceaseless, encloaked void. What thoughts could be dancing in that shadowy ether? wrong foot,” Ted responded. “But you have to give me “Look, I think we may have gotten off on the a chance.” That motherfucker, Death thought. Not this shit again. Unfortunately for Death, it was this shit “I don’t have to do anything!” wailed Death. again. This mortal male habit of interpreting any and “R-right,” stammered Ted. “What I mean to say all kindness as insatiable lust was an annoying blemish 134 CARSON HUGHES | A DATE WITH DEATH is, I’m sorry the reservation fell through, but this is a here and a grandmother there, Death’s visits turned unique experience for the both of us. It would mean a from calamitous uncertainty to comforting certainty. lot to me if you stayed, just for a few minutes. I mean, Death’s arrivals were a routine reassurance that the what’s a few minutes to a timeless, eternal, and, may I world was operating how it was supposed to be, like say, quite beautiful being like yourself?” a rolled-up newspaper waiting at the doorstep every morning. Ted became so well-acquainted with Death’s If Death had eyes she would have rolled habits that he wasn’t the least bit surprised when he them. Unique this certainly wasn’t, though a State found his father choking on his own hunting rifle and Farm Assistant Manager professing his love in the his brains splattered across the attic of his parents’ confines of a faux Italian restaurant was new for home. her. The Ernest Hemingways, Cleopatras, and Kurt Cobains of the world had all tried to woo her and even they weren’t able to tie her down. Still, within the confessed. “And I know you’re probably just waiting to manatee-shaped man before her was a dangerous get out of here so you can collect more souls, but I think secret she needed to know. So Death responded it’s good to recognize that first impressions can often the only way she could. “Oh my god! You think I’m be deceiving. You probably know more than anybody pretty?” she expressed coyly. how misleading first impressions can be, right?” Ted couldn’t believe his luck. As they sat down, Ted breathed in Death’s familiar chill that was “Look, Death, I gotta say, I like you a lot,” Ted “Wow, you’re sooo clever!” Death cooed while tossing her head back as if she had hair to flip. more bittersweet than bitter. His longing looks into the obsidian void where her face should be would Ted blushed. “Well, State Farm doesn’t let just anyone be employee of the month five months have disgusted Ted when he was younger. Ted was in a row.” just six years old when he and Death first met. Sparky, the family basset hound, was crushed underneath Dad’s 1988 Dodge Ram after he returned home at 3 appreciation flattered Ted, though he couldn’t recall AM from the pub, forever staining its “MILF Hunter” telling a joke. bumper sticker. Like most children, Ted hated Death at their first encounter. However, after a few goldfish 135 Death giggled. “You’re so funny, Ted.” Her Ted spent the next 22 minutes and 46 seconds regaling Death with his most famous end waiting for everyone. I have always belonged with exploits, from the time he spotted a mouse by the you, I just never realized it until now.” copying machine and heroically alerted his coworker Fred Pawlenty so that he could catch it to the time his “I feel the same way,” Death responded. “I knew it ever since you roamed through all those expert couponing skills landed him 78 percent off of a different rooms at that hospital trying to find me. Tide detergent combo pack with a second pack free. Speaking of which, how were you able to find me? And All the while, Death responded with equally impressive please, be specific.” contributions to the conversation such as, “You look really good in that polo,” and, “You have such a great taste in dining.” cheery “How are you liking your meal, folks?” Ted became transfixed by the waitress’s blue eyes. Her “I feel so connected to you right now,” Ted blonde curls, round cheeks, and open smile made her professed. “Can I tell you something?” “Of course,” said Death. “If there’s one thing you should know about “Well you see—” He was interrupted by a appear like a golden retriever with two tennis balls in its mouth, wagging its tail in anticipation for another round of fetch. She wore a black button-0down shirt with a green button that greeted, “Hospitaliano!” me it’s that I have always felt off,” Ted admitted. “It’s like I’m not supposed to be here and I just got squeezed into the middle of everything. I’ve never got some reports of a manchild talking to himself, so been particularly important to anybody. I’m just an I decided to take over. How’s it going, Death? I didn’t assistant manager at the State Farm down the road. If expect to see you in a place like this.” I fell into a ditch tomorrow, someone would be there to take my place before you even got to me. Dad’s “I hope you folks don’t mind a new server. We “That’s interesting, Life,” Death retorted. “Because a place with plastic scenery is exactly where with you and Mom’s down in Florida getting Julian to I would expect to find you.” lather suntan oil all over her. Point is, life hasn’t been kind to me, and at a certain point a guy has to start asking himself ‘What has everything been for?’ I finally such a charmer. Speaking of charmers, I see you figured it out. You are the goal. You are the one at the brought a friend, and it looks like he’s one of mine. 136 Life giggled. “Oh, Death, you always were CARSON HUGHES | A DATE WITH DEATH What’s your name?” horseshit. What made you decide to go into that The bright glow that radiated off of life hospital and try to find me?” seemed to seep into every pore of Ted’s body. “T-t-t-tted Ted Butkus, ma’am.” “No, no,” Death exclaimed. “Skip all that “Well, my life was going nowhere, and I was looking for some finality and…” “Well aren’t you as cute as a deer in headlights,” cooed Life. “That cocksucker!” Death shouted. “Y-y-you think I’m c-c-cute?” “Excuse “Sure, in a sickly kind of way. If dying elephant me?” Ted replied. “Is there something wrong?” seal is your type,” Life growled. “You always did like the ones who were pale, bloated, and infested with pests, to kill themselves because they’re thinking ‘Hey, that didn’t you, Death?” Death chick is pretty cool. Black looks really slimming on her. It sure would be fun take a drive out with her “Shouldn’t you be out earning your minimum while we sing Ramones songs at the top of our lungs.’ wage by getting us our check?” hissed Death. “Life! It’s always Life. Nobody ever decides Nope, it’s because Life started to treat them like shit, “Of course, sweetie,” Life bubbled. “But I’ll give which she always does, by the way, and they think, ‘Oh, you two lovebirds plenty of time to catch up while I well Death isn’t so bad I guess. I can settle for her. She’s do it.” Ted turned around to watch her walk away and a pretty good number two and she’ll take anyone. Yep, didn’t even mind it one bit when Life jammed her heel she’s reliable like a goddamn newspaper!’” into his toes. Suddenly, Ted began to shiver as an icy aura began permeating throughout the room. sick, moist texture of living flesh. “You know…” started “Here’s a question,” Death growled. “I want Ted. “I could always take you out driving—” you to think carefully. Think hard. Actually use your feeble little mind for once to actually think. Why did “Oh stop it, you creep!” Death slapped his hand away, leaving a little bit of rot on his palms. “One you decide to come and profess your love to me?” Suddenly, Death’s pearly white hands felt the more comment like that and I swear to God, I’ll make “Well, it started with my childhood…” you immortal.” Ted jerked his hand away and nursed 137 too-hard-to-swallow ego of yours for twenty minutes the curious new bumps with his thumb. and you feel like you’re on top of the world. Welcome “I just don’t understand why people like to Life. That’s what she does, lifts you up to take you her more,” Death grumbled. “All Life does is toy with down when you have something she wants to take people. She turns every person into her own little from you.” game manipulating them from winning the state soccer tournament to fracturing their spines, getting married to the loves of their lives and finding out Life had a different plan, birthing their first children “Life’s a bitch,” Ted offered. “Please don’t patronize me,” Death responded. “The only reason I’m telling you any of this is because only for them to grow up to be disappointments. It’s there isn’t a singular person in the entire history of the wave after wave of happiness, shit, happiness, shit, world whose opinion I care about less than yours.” happiness, and do you know what comes next? Shit. I don’t play games. When you’re with me, you know how it is. There’s stability. If I want to hurt you, I always will. If Ted replied. “One time I almost got on Jeopardy. I I want to love you, I always will. I’ll never lay my lips on filled out the registration, took the test, auditioned, a man I hate or wrap my hands around the neck of a everything. They told me I qualified and was all set woman I love. The most influential book in the entire to go on the show, but they accidentally invited the world promises that being with me will be a paradise, wrong Ted Butkus. In the end, I just had to settle for an but still no takers.” autograph from Alex Trebek. So trust me, I know all the “Death, you know you’re the only one for me.” “I cannot believe this. Are you really so dense? “I’m serious. I know exactly what you mean.” crazy turns Life can put someone through.” “Look, I appreciate the sentiment, but it’s clear that even you, ordinary, mediocre, forgettable I don’t care about you. I never cared about you. I’m just you, would still prefer Life than settle for Death. I trying to get you to tell me how you can see me, how mean, look at where we are right now. If you wanted to you can sneak up on me. You think that bubbly ‘You’re find me, if you really wanted to find me, all you had to so smart and talented, Mr. Butkus’ is me? No, that’s do was take the rifle out of daddy’s mouth and put it in just my impression of Life, and you fell for it. That’s yours. Instead, you wandered around, looking for me, shallowness for you. All I had to do is raise that not- still clinging to her.” 138 154 CARSON HUGHES | A DATE WITH DEATH The conversation settled, and all was quiet. better when I saw you for real, in your real form.” The table became a bubble of silence in a room filled with the slurping of soup, the crunches of breadsticks, as though the void within the cloak was churning, and the whining of children. Ted stared at the noble, bubbling, stewing. Had this been another mistake? eternal figure of Death, hunched over, swirling a lone He knew he should have said nothing. Death slowly finger in her zuppa toscana. turned to meet Ted’s eyes. “Would you like to see my It was in that moment that the most unique face?” she whispered. thing happened to Ted. A thought. A simple little thought. Ted hadn’t experienced a thought in ages, Ted nodded. Death pulled her hood back. Ted’s flesh began to tingle. The hairs on his arms but here it was. The thought planted its roots into twitched and stood upright as goose bumps began the fertile, untouched landscape of Ted’s mind. The to rise. They expanded and grew bulbous and filled thought bloomed and grew larger and larger still, until with pus. The swelling spread until it looked as if the point Ted could no longer contain it, until the point tumors covered Ted’s entire body. They bubbled and Ted finally had something to say. Death was a corpse, still and silent. Ted felt swallowed his eyes and lips, turning his face into a mass “I’ll tell why I can see you. It’s Life. Or actually of red, wriggling bumps of flesh. His body ballooned the absence of life. Nobody knows, you Death, not as if it were being pumped full of helium. Within just really. You drift in and out of Life so infrequently. And one second, it was over. Ted exploded, pieces flying well, that’s what I do too. I spend so little time with Life across the restaurant, covering the ceiling, floors, and that I got stuck in the same plane as you. That’s why even customer’s entrees. Death wore a smile as she even though we’ve met so many times before, I didn’t laughed with delight. really see you until Dad died. When I climbed up that attic staircase, I didn’t feel frozen like all of those times before. You weren’t a thief in the night this time; you were a healer. You cured the house of being filled with demented wailing in the halls and fist-sized holes in the walls. You’re a miracle-worker that puts an end to age, disease, and mortal wounds. That made it all the 140 ELIZABETH IHEKORONYE Lights in the Dark 141 142 percolating GABRIELA LUCÍA Let it come creeping Let her sigh into your bones seep like rain or ocean into bedrock. Let it slosh against the sides Of your veins. Let her sing and fill up your spaces, your darkness with sound— cold, loud sound— Like rain on the ocean. Let her love you and she’ll love you until she doesn’t. 144 American Ecstasy D. E . G R E E N Jazz in my ears yeah I want all of you the east classic vocals west north and the south of you the American Songbook & want you to take all of me too I love like I love you go to my head you champagne you my dearest bubbles sparkling Burgundy brew my potato-potahto got that old feeling once again tomato-tomahto more than you know – pow! – I love you my all-I-do-is-dreamof-you-the-whole-daythrough beloved my delightful delicious delirious delectable deluxe de-lovely you must remember this when we two lovers woo when we still say I love you you are my oh-my-man-I-lovehim-so my all-through-the-night girl my anything-goes mate 146 CARSON HUGHES Bullets, Cardboard, and Slobber I hate dogs. I mean that and not in a “Oh, I’m not on a planet that has over 70 percent of its surface really a dog person” kind of way. I hate dogs with covered in the stuff. a gluttonous fire in my belly, the kind that inches through your blood and scrapes at your flesh and I can already hear a chorus of protests shouting, “But dogs are man’s best friend,” but the bone. And what’s not to hate about them? They’re a truth is, dogs are every man’s best friend. A dog’s bunch of freeloaders that will tear your socks apart love is unconditional in the worst possible way. You the moment you take your eyes off of them. A dog is one of the most poorly designed animals there is. They drop hair, saliva, dirt, fleas, just about anything you can think of, like a piece of macaroni art held together by a purple Elmer’s gluestick. Worse yet, some moron could club seals for a living and every dog on Earth would still love you. Even Hitler had a dog who loved him. That kind of love is just a feeble imitation of the real thing. I love yous shouldn’t be handed out like candy. Embraces and kisses are precious, and like all thought it would be a great idea for dogs to release a precious things, they have to be earned. pungent stench as soon as they’re exposed to water, 147 It turns out there is a limit to my anti-dog paper and a bright red bow. After hanging up the agenda; that’s why I found myself spending my phone, Mom led Dad to our living room as I ran in Saturday night 25 miles from home with a nearly dead loop-de-loops around our tree. flashlight and thorns in my legs trudging through the heart of the Montgomery Woods. Olaf is his name, a sing-song voice she used only for special occasions. massive, dark-furred hellbeast (Newfoundland) with I plopped down next to her and Dad on the couch, an empty-eyed smile and a white crescent moon on but my legs still ran right above the floor. “Now Max, his chest. He’s lousy, even for a dog, but Mom loves can you sit still and smile for me?” she sang. I happily him, so I guess it’s worth the scars. “Sweetie, over here,” Mom called in that obliged and stretched my mouth agape into a toothy The thing is, Olaf was never supposed to be almost-smile. The press photographers snapped our dog in the first place; he was a replacement. The our pictures, and Dad handed the box to me. “You first dog I had ever received was a golden retriever can open your present now, dear,” Mom cooed after named Freya. It was an exciting time for everyone. It receiving a thumbs-up from the lead photographer. was Christmas, and Mom had just won her first Senate I opened up the box to see two chestnut eyes and a campaign with a 5 percent margin of victory the sunny face peering up at me, sparkling in the flashes previous month. I remember lying on the floor with a of the cameras. “According to the breeders, her, her new package of markers in hand, drawing smiley faces name is Freya,” Dad slurred. I pressed her tightly into on Mom’s ankles while she babbled on the phone with my chest until she started pawing to get free. words that meant nothing to me as a seven-year-old. Suddenly, Dad burst through the front door looking Loosening my grip, I allowed Freya to leap free. I was delighted to see her turn in a circle and begin like he’d come from the North Pole. His red cap and scratching her ear with her back paw. I crawled down shoulders were covered in patches of snow, and his on the floor next to her and ran my fingers through beard was flipped upwards, veiling his nose and eyes. her fur. Mom bent over on the couch to get a better “Ho, ho, ho!” he bellowed with a voice that stank of a look. “Hello, Freya,” she gushed in a high-pitched voice. sourly sweet concoction of candy canes and vodka. I Freya turned from me and wagged her tail in response. squealed with glee as Dad lumbered forth, carrying a “Come on up here, Freya,” Mom encouraged. She box decorated with Christmas tree-themed wrapping clapped her hands on her knees and showed Freya 148 CARSON HUGHES | BULLETS, CARDBOARD, AND SLOBBER her famous smile. It was tender smile, the kind that After bringing the box to my bed, I held it tight to my radiated a soft glow and made your anxieties drip chest. I was kept awake by Freya’s whimpers and the away like a popsicle at the beach. It was the smile she scratching at the cardboard, but after a few minutes wore every time she had a picture to pose for, a voter the sounds ceased. to sit down with, and a kid to tuck in. It was the smile that made Dad, me, and now Freya fall in love with many parenting books on what to do if your kid her. Drunk under my mother’s enchantments, Freya accidentally kills his new puppy, so I guess Olaf was jumped into her lap and proceeded to cuddle with her as good a solution as any. But instead of becoming the rest of the evening. Enter Olaf, the replacement dog. There aren’t my childhood trauma band-aid, Olaf became my With the night over, the photographers worst nightmare. What they don’t tell you about gone, Dad passed out on the couch, and Mom on a Newfoundlands is that underneath all that fur is conference call in the study, I took the opportunity 200 pounds of pure canine muscle that will come to have Freya all to myself. I carried her into my room barreling at you every time you get home from school. and allowed her to lie by my pillow. A clattering noise Of course, it’s not enough for Olaf to incrementally shook me up from my sleep. Freya barked frantically. shatter my ribcage day by day. When that animal Holding my palm to her mouth, I tried to listen. Not a hammers me into the dirt, he has to come over and burglar, just another one of Mom and Dad’s shouting inspect me and press that massive tongue on my matches. After a while, everything was silent, and Freya face. Then comes the drool. This frothing, soggy, pasty stilled, until Mom’s voice rang through the house. secretion dribbling down from a mouth which spends “Freya!” The little golden retriever burst with energy most of its time eating unidentifiable substances but was held back my embrace. I felt a sharp pain in found in-between couch cushions, onto my already my finger from the sudden clenching of teeth into starstruck face. Olaf is more slug than dog, leaving a my skin. I whimpered and held Freya so tight that she trail of slime wherever he goes. whimpered too. Determined to keep her from leaving, I grabbed a shoebox out of my closet and pinned her in the box. I placed the lid on top and weighted it down However, none of that compares to his neediness. Personal space must not be something they teach in dog training. If I sit down for a moment, with a large textbook filled with pictures of dinosaurs. he comes trotting over and rests his head in my lap 149 like he deserves to be pet just for being there. If I’m But soon enough, I didn’t have to worry about that at the dinner table, he’s there right under my feet, happening anymore. not even begging for scraps. If I’m in bed, he’ll jump up and even when I push him off the mutt will still A bullet changed everything. Some deranged lunatic thought he was a holy prophet, and of all the lie down at my bedside. Even when Mom gets home seven billion people in the world, he decided that my from Washington and she gives him a smile and a Mom was the antichrist. I was in the middle of one of kiss on the head, he’ll just wag his tail in response and my drawing sessions when I got a call. A bullet lodged head over back to me. Them Mom will always say, “I in her neck. At the hospital. May never walk again. guess not everybody’s excited to see me,” and, “Max Possibly terminal. I don’t remember the trip there. I you should be spending more time studying and less can’t remember what the doctor said or how I even time with Olaf.” ended up in a room with my mother’s body, tubes As much trouble as Olaf was, he was at least good for protruding from her skin. Nothing we can do right now. keeping me preoccupied. I didn’t need an excuse That’s what he said. Or she. I just remember leaving anymore when Mom tried to bring me along to the hospital. ‘I’ll go back,” I thought. “I just can’t take fundraisers or dinners with her colleagues. Instead of waiting alone. I’ll get a book to read to her.” dodging questions like, “Have you thought any more about working at Senator Murray’s office?” and “You I forgot about the book as soon as I opened the front door. Pow! I felt Olaf’s head tackle right thinking about Princeton Tiger like your mother?” I into my stomach. He approached, ready to lick his could sit at home and draw. Nothing profound really, slobbering tongue all over me. “Enough!” I shouted. just comics. People consider it to be a low art, but That’s when I noticed it. Chunks of paper in between there’s something about them that speaks to me. It’s his teeth. I darted into the front room, and I could the one thing I do that Mom would never approve of. If barely breathe. There were bite marks on the dining she found the stacks and stacks of comics that I keep room table’s legs. Pillows and socks were shredded hidden under my bed, she would pin me to the wall all over the floor. A trail of slobber led directly to my with her eyes. Her voice wouldn’t be angry, or sad, or room. My comics, everything I had ever written kept even disappointed. With a cold utterance, she would in a shoebox under my bed, had been ripped apart. simply state, “You’re becoming just like your father.” There were pages where a clean bite had been taken 150 CARSON HUGHES | BULLETS, CARDBOARD, AND SLOBBER from them. Others laid finely shredded like confetti. laugh while tears stream down your face and you grab Some were no doubt in Olaf’s stomach, and other the leaves, the branches, and the dirt around you. pages, as I would soon find out, laid in a pool of vomit You toss everything wildly into the air because who on the kitchen floor. I didn’t cry. I didn’t yell. I smiled, cares anymore. And then you realize something is off. with the most intoxicating smile I could and said, There’s something wrong with the grass below you. “Come here boy!” We got in the car and drove straight So you run your fingers through the ground below to Montgomery Woods. you, and you realize it’s sticky. You stop because it’s familiar and you’re right to think it’s familiar because I don’t know why I went back for Olaf. Maybe it holy shit, Olaf, for once in your life your drool is useful was for Mom. Maybe it was out of guilt. I just remember for something! sitting in the hospital room with a notebook in hand, trying to recreate all the work I had done. It was useless; I couldn’t even pick up the pencil. I sat curled long, following the trail of slobber. Eventually, I made it over my bruised stomach running my fingernail over to a river’s edge. That’s when I saw two sparkling brown the cardboard backing of my notebook and listening eyes look at me from across the bank. “Olaf, come on, to the whine of the machines. Right then, something buddy!” I shouted. He didn’t move and as my eyes told me that I had to go back. adjusted to the darkness, I saw that his face was not I crawled on the ground for I don’t know how as dopey as it was before. “Olaf, come on!” I shouted. When you’re in the middle of the woods “Mom needs you!” Olaf started to turn around, and I searching for a dog that has ruined your life’s work dashed down the river bank and through the river. at 1:18 AM and you have no idea what’s happening to Splash! A pain seared through my foot, and water filled your mom in the hospital and your flashlight dies, do into my lungs. My body was soon swept up by the river, know what you think? You don’t pray for your mom, and my hands felt withered and torn as they scraped you don’t curse the God who made this world, you along the sediment at the bottom. I reached out for think, “My fucking flashlight is dead. My Fucking a large boulder in the middle of the river. Slick with Flashlight Is Dead!” Then the panic sets in and you blood and water, my hands couldn’t grab on and I was start realizing the dog is probably dead, either caught once again dragged by the current. Suddenly, a tug at by a bear trap or eaten by a bear, and your dumb ass my back stopped me in my place. I could feel myself has no way to get home. So you kick around. You 151 being pulled against the current and onto shore. Olaf stood above me, and licked and licked and licked, but this time I didn’t resist. I simply held Olaf close in my arms and for once I didn’t care that his wet fur smelled like shit. 152 My Dad Was[n’t] an Uncaught Serial Killer JEN MEINHARDT I once thought my dad was an uncaught serial killer stalking The gated California communities because once I was scrolling through some web pages and I saw a sketch that looked like him but like, younger? As young as I remember him when he died, swollen face, bald, and leaking pus from the cracked edges of his putrid dry skin. And maybe because I was young, And maybe because he was young? And maybe because the article said he smelled sick. And maybe it’s because I barely remember him but the time he stuck his salty fingers in my mouth and told me to suck that I’m inclined to be so mean as to believe he could be a serial killer. And maybe it’s even because in his first round of cancer as a young man doing IT work between Omaha, Nebreaska and along the west coast of California leaving his young wife alone With three kids in a trailer that I’m inclined to be so mean. Or it’s probably because he wasn’t really there, but neither was mom but the occasional Saturday where the social worker would drive us to see them. This is your parent, see, even though They don’t like? Parent? You? Anyways. It was a cold case and it wasn’t him because he died in 2000 at 34 and this happened In the 70s and the case was only concluded in 2018 when they caught the ex-cop who Was killing people in an unofficial capacity. Anyways, boy did I feel silly. Sorry, Dad. 154 GABRIELA LUCÍA stages of sleep T hough I don’t have a thing for bad boys, I do name into my skin. have a thing for mediocre ones with absent fathers and degrees in film, a subset of boy incessantly kicking me in the head. I can’t fall asleep which is arguably much worse. knowing he’s sleeping somewhere, undreaming, and I I keep picking his name into my skin. I can’t fall can’t stop having nightmares, even while my eyes are asleep because I keep picking his name into my skin. open and staring at the red 4:05, :06, :07, :15, :28. The red collects underneath my fingernails. I can’t fall asleep with 50 mg of Trazodone Though I was blessed with no acne on my Red 4:04 glows on my face, reminding me ass, I was also blessed with long, strong fingernails that I can’t fall asleep because I keep picking his for reopening closed wounds all over my body, over 155 and over again. Like I’m retreading my footsteps. A fretting, spitting, and affixing my fists but never flexing or nightly ritual. sticking the landing. Moon peers in through the slats of my blinds and paints a square of light on my legs. I look at moon, imagine liquifying her and pouring her over my Frosted Flakes. I imagine Tony the Tiger sitting at the foot of my bed, smoking a cigarette. I imagine having sex with Tony the Tiger. I regret this. I know I should have broken up with him (not Tony the Tiger) when I tried to spoon him one night near the end, and he pushed me out of bed, and while I hunched on the floor, I imagined for one brief, electric moment that I grabbed him by the hair and pulled his head clean off. Oh What is this? Oh I think I feel it coming now. Grease lick, steep slick, spilled liquid underneath and spreading, heading east or was it west, unsending every letter I’ve ever regretted sending, ending every era of dick-clit contact and that’s that. Instead of nibbling split ends, spending and sweating, flipping and 156 Summer Night Haiku RA C H E L B RO W N Shadows flit like moths outside my bedroom window; It’s too hot to sleep. 158 ISSUE 44 2 019 MURPHY SQUARE LITERARY MAGAZINE AUGSBURG UNIVERSIT Y
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Title: Augsburg University Course List, 2017-2018
Collection: Course Catalogs
Search Result: Augsburg University 2017-2018 Course Descriptions (as of 7/13/2017) ACC – Accounting ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statemen...
Show more Augsburg University 2017-2018 Course Descriptions (as of 7/13/2017) ACC – Accounting ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Core Curriculum Component: None Prerequisite(s): None ACC222 Introduction to Managerial Accounting 4 Semester Credits A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting) ACC295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC322 Intermediate Accounting I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC323 Intermediate Accounting II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322(Intermediate Accounting I) 1 ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of MAT163(Introductory Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and Economics); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing) ACC326 Tax Accounting 4 Semester Credits The more common and important provisions of planning and compliance for income taxes. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ACC423 Auditing 4 Semester Credits Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Intermediate Accounting II) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(Intermediate Accounting II) ACC495 Topics 4 Semester Credits This course is designed for Accounting and Finance majors who want to gain an understanding of accounting information systems. Introduction to the conceptual framework of accounting information systems using modeling to develop and design of accounting system using flow charting tools, data and system analysis, implementation of controls and relevant audit procedures. Course leverages Microsoft Access, Quickbooks modules and other technologies involved in accounting cycles (A/R, payroll, purchasing, etc). Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS – American Indian Studies AIS105 2 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS205 Contemporary American Indians 4 Semester Credits In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. Core Curriculum Component: None Prerequisite(s): None AIS208 Native American Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: Humanities Prerequisite(s): None AIS233 Women: A Cross-Cultural Perspective 4 Semester Credits This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. Core Curriculum Component: None Prerequisite(s): None AIS264 American Indian in the Cinema 4 Semester Credits Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. Core Curriculum Component: None Prerequisite(s): None AIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS305 Indigenous Issues of the Americas 4 Semester Credits 3 This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: None Prerequisite(s): None AIS320 American Indian Women 4 Semester Credits Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced nontribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS332 Native American Storytelling 4 Semester Credits The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Core Curriculum Component: None Prerequisite(s): None AIS355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. Core Curriculum Component: None Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media— specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. Core Curriculum Component: None Prerequisite(s): None AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS397 Internship 4 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS405 Indigenous Activism and Resistance in the Americas 4 Semester Credits This course explores ongoing and current forms of activism and resistance across North and South America that are directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and self-determination, and decolonization. Core Curriculum Component: Keystone Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS305(Indigenous Issues of Central America) AIS408 Native American Women and Film 4 Semester Credits Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Core Curriculum Component: None Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics) AIS490 Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. Core Curriculum Component: Keystone Prerequisite(s): None AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research 2 Semester Credits 5 Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None ANT – Anthropology ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART – Art ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART103 6 Special Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts Prerequisite(s): None ART124 Graphic Design Production: InDesign 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts. This course explores the process of creating and managing multiple page layouts with variable page content. Core Curriculum Component: None 7 Prerequisite(s): None ART125 Graphic Design Production: Illustrator 1 Semester Credits This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos, advertisements, or other graphic documents. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART126 Graphic Design Production: Photoshop 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative visual effects. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART127 Graphic Design Production: HTML/CSS 1 Semester Credits This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles of Web Design including usability and the tools to accomplish this including HTML5 and CSS3. Core Curriculum Component: None Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART133 Introduction to Digital Photography 4 Semester Credits This course introduces students to the conceptual and practical principles of digital photography. Fundamental terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital cameras, software, scanners, and printers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART201 8 Introduction to Graphic Design 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this course. Core Curriculum Component: Fine Arts Prerequisite(s): None ART202 Typography 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): ART125(Graphic Design Production: Illustrator) *concurrent registration is acceptable*; ART201(Introduction to Graphic Design) ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) ART215 Introduction to Web Design 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART226 Artist Workshop 1 Semester Credits 9 This course offers students the opportunity to work with a professional artist or designer. Students participate in workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a professional studio atmosphere. Course is repeatable. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART231 Pre-Columbian,Colonial, & Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. Core Curriculum Component: Fine Arts 10 Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) 11 ART299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Mid-Program Portfolio Review 1 Semester Credits Mid-Program Portfolio Review showcases studio art, art history, and graphic design majors’ emerging original creative production in a group exhibition to focus exploration in preparation for the rigor of the senior themed solo exhibition/project. Majors prepare a portfolio of original creative production, digitally document it, write and present a position statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major. (Prerequisite: Completion of 16 credits, at least 8 at Augsburg.) Core Curriculum Component: None Prerequisite(s): None ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Graphic Systems 4 Semester Credits Graphic Systems explores design concepts and production for interactive experiences as seen through publications (screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and practice through research and projects. Time in concerned with the rational progression of a story, but also informs the sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size of an image on a page, printed, or electronic. Core Curriculum Component: None Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography) ART322 Plein Air Sketching II 4 Semester Credits Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART324 Design Studio I 12 4 Semester Credits As part of the design agency, students will become familiar with working on real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design), ART202(Typography) ART326 Design Studio II 4 Semester Credits As part of the design agency, students will become competent in the skills necessary to execute real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I) ART332 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Advanced Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): ART133(Introduction to Digital Photography) ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART347 Advanced Drawing 4 Semester Credits Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject matter, themed series, individual style, and original expression. Core Curriculum Component: None Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II) ART349 The Designed Environment 13 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART355 Painting II 4 Semester Credits Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. 14 Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None ART390 Native American Art 4 Semester Credits 15 This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from preEuropean contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition/Project and Review 3 Semester Credits This course showcases studio art, art history and graphic design majors’ developing creative production through solo exhibition and review. Majors learn professional practices and writing for the arts, produce themed original creative production for exhibition, create digital portfolio and identity package, prepare work for presentation, install exhibition, engage a variety of audiences in critical dialogue, participate in formal faculty review and reflect on vocation. Core Curriculum Component: None Prerequisite(s): ART305(Junior Exhibition and Review) ART424 Advanced Design Studio III 4 Semester Credits As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the components of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal interests and abilities, editing and refining the range and quality of portfolio work. Core Curriculum Component: Augsburg Experience Prerequisite(s): ART315(Web Design II), ART326(Design Studio II) ART425 Advanced Design Studio IV 16 4 Semester Credits As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as competencies of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: Keystone Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable* ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL – American Sign Language ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG – Augsburg Seminar AUG101 Augsburg Seminar 1 Semester Credits A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg 17 Seminar is graded P/N. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) AUGEX – Augsburg Experience AUGEX1 Augsburg Experience - Non-credit International Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad) AUGEX2 Augsburg Experience - Faculty/Student Research 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research) AUGEX3 Augsburg Experience - Non-credit Internship 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship) AUGEX4 Augsburg Experience - Work Connections 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections) AUGEX5 Augsburg Experience - Special Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion) BIO – Biology BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent registration in BIO102L is required. (Three one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits 18 Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I) BIO103L Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. Concurrent registration in BIO121L is required. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. ) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits 19 An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is required. (Three hours of lecture, three hours laboratory, some Saturday field trips.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is required. (Three hours of lecture, four hours laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) BIO152L Evolution Ecology and Diversity Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO253 Introductory Cellular Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L is required. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II) BIO253L Introductory Cellular Biology Lab 0 Semester Credits 20 Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required* BIO255 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II), MPL(Math Placement Group 3) BIO255L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO255(Genetics) *concurrent registration is required* BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. Concurrent registration in BIO351L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is required. (Three hours of lecture, four hours of laboratory.) 21 Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in BIO361L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in BIO369L is required. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology) BIO369L Biochemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 22 BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO440 Plant Physiology 4 Semester Credits An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic stressors on plant physiology will be discussed. Concurrent registration in BIO440L is required. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO440L Plant Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required* BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. Concurrent registration in BIO471L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Animal Physiology 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology) BIO473L 23 Animal Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in BIO474L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO474L Developmental Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in BIO475L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO475L Neurobiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. Concurrent registration in BIO476L is required. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO476L Microbiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 24 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent registration in BIO481L is required. (Three hours lecture, four hours laboratory, some Saturday field trips.) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO152(Evolution, Ecology and Diversity) BIO481L Ecology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO485 Advanced Topics in Biology 2 Semester Credits An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that subject. Check Records and Registration for the topic and title of a given section. This course is repeatable. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. Concurrent registration in BIO486L is required. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO486L Immunology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO486(Immunology) *concurrent registration is required* BIO490 Biology Keystone 2 Semester Credits A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors. Core Curriculum Component: Keystone Prerequisite(s): None BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. 25 Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BUS – Business Administration BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS200 Exploring Business as a Vocation 4 Semester Credits This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS254 Entrepreneurship 4 Semester Credits The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. Core Curriculum Component: None 26 Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): None BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled. 27 Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS461 Global Business Management: Mexico and Emerging Markets - Mexico 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 28 CAP – General Studies CAP001 CAP Seminar 0 Semester Credits Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit status). Core Curriculum Component: None Prerequisite(s): None CCS – Languages and Cross-Cultural Studies CCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None CCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 29 CCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM – Chemistry CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and 102L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSM-LAF. (Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is acceptable* CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I), CHM115L(General Chemistry I Lab) CHM116L General Chemistry II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable* CHM199 30 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM251 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM251L Organic Chemistry I Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable* CHM252 Organic Chemistry II 4 Semester Credits Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab) CHM252L Organic Chemistry II Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable* CHM280 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CHM116(General Chemistry II) CHM280L Quantitative Analytical Chemistry Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable* CHM299 Directed Study 31 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM362 Physical Chemistry: Macroscopic Theory 4 Semester Credits Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and kinetics. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM368 Physical Chemistry: Microscopic Theory 4 Semester Credits Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics, molecular structure, spectroscopy, and statistical mechanics. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM370 BioOrganic Chemistry 4 Semester Credits The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical, and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics, and redox processes are studied in the context of information storage, transmission, expression, and control. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab) CHM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM430 Advanced Thermodynamic and Separation Lab 2 Semester Credits A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) 32 CHM440 Advanced Synthesis Lab 2 Semester Credits A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic chemistry. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM450 Advanced Spectroscopy and Computational Chemistry Lab 2 Semester Credits A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical principles. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM464 Advanced Organic Chemistry 4 Semester Credits Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and surface analysis methods are covered. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) CHM491 Chemistry Seminar 0.5 Semester Credits This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. 33 Core Curriculum Component: None Prerequisite(s): None CHM494 Topics 2 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM497 Independent Study/Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) COM – Communication COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits 34 Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits 35 A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: None Prerequisite(s): None COM260 Environmental Communication 4 Semester Credits We are bombarded with messages about the natural world every day from many different sources. Environmental communication comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper understanding of our relationship with the world around us. Core Curriculum Component: Humanities Prerequisite(s): None COM280 Introduction to Communication Studies 4 Semester Credits An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM281 Research Methods 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level) COM295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM321 Business and Professional Speaking 4 Semester Credits This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), SPC111(Public Speaking) 36 COM329 Intercultural Communication 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods) COM355 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 37 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM405 Nonverbal Communication 4 Semester Credits This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. Core Curriculum Component: None Prerequisite(s): COM281(Research Methods) COM415 Advanced Critical Media Studies 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): COM120(Mass Media and Popular Culture) COM480 Public Relations/Promotional Communication 4 Semester Credits Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) COM495 Communication Topics 38 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC – Computer Science CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170 Introduction to Programming 4 Semester Credits A study of problem-solving, algorithm development, and programming using a high-level programming language. Concurrent registration in CSC170L is required. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170L Introduction to Programming Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC210 Data Structures 4 Semester Credits 39 Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) CSC210L Data Structures Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) *concurrent registration is required* CSC240 Intro to Networking and Communications 4 Semester Credits Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) CSC250 Game Programming on the Web 4 Semester Credits An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC310 Introduction to Data Science 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of CSC352(Database Management and Design), MIS270(Data Management for Business) CSC320 Algorithms 40 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC345 Principles of Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC352 Database Management and Design 4 Semester Credits Structure of database management systems, query facilities, file organization and security, and the development of database systems. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC353 Database Architecture and Design 4 Semester Credits An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC396 Internship 4 Semester Credits Core Curriculum Component: None 41 Prerequisite(s): None CSC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures) CSC450 Programming Languages and Compilers I 4 Semester Credits Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory) *concurrent registration is acceptable*; CSC320(Algorithms) CSC451 Programming Languages and Compilers II 4 Semester Credits Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory); CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. 42 Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC495 Advanced Topics in Computer Science 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CSC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO – Economics ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits 43 Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive- 44 based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III), MAT246(Linear Algebra) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 45 ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS – Continuing Education ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS509CE Paideia: Guided Reading for Great Ideas 2 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE Paideia: Advancing Student Learning Through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None 46 Prerequisite(s): None ECS542CE Paideia Onsite Training 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- variable credit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 4 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC cont ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS590CE Topics Grad Edu, General and TPT Cont Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1stand2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS598CE Independent Study/Research 2 Semester Credits 47 Core Curriculum Component: None Prerequisite(s): None ECS599CE Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC – Education EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC200 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits 48 An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDC330 Building the Public Good: Public Achievement and Organizing: Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required* EDC331 Practicum in Public Achievement-Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement setting is required. Core Curriculum Component: None Prerequisite(s): None EDC332 Building the Public Good: Public Achievement and Organizing: Seminar II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required* EDC333 Practicum in Public Achievement-Practicum II 49 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement) EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC410 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC481 Student Teaching: Initial License (12-14 weeks) 8 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits) EDC482 Student Teaching: Endorsement 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits) EDC483 Student Teaching: Initial License in PE, Music, Art, or ESL 12 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits) EDC484 Student Teaching: Initial License - Extended Experience (16 weeks) 12 Semester Credits 50 Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC522 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: None 51 Prerequisite(s): None EDC544 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC553 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of “who am I as a leader”. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC585 Navigating the Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None 52 Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC590 Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC592 Action Research I 3 Semester Credits This course will introduce students to qualitative action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. First course in a two-course sequence. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None 53 Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU – Education EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDU499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU599 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EED – Education EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. 54 Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): None EED225 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 55 EED325 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED326 Elementary Reading K-6 Field Experience 1 Semester Credits Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 56 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED370 K-6 Methods: Social Studies/Thematics 2 Semester Credits Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits 57 This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) EED495 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED499 Independent Study/Research * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED524 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED550 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. 58 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL – English ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Developmental Writing 4 Semester Credits A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is C-. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing 4 Semester Credits Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is C-. Core Curriculum Component: None Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level) ENL112 Advanced Effective Writing 4 Semester Credits Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the University. The minimum passing grade is C-. Core Curriculum Component: None 59 Prerequisite(s): WPL(Writing Placement Level) ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL221 Intermediate Expository Writing About the Arts 4 Semester Credits A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. Core Curriculum Component: None 60 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL227 Journalism 4 Semester Credits An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL228 Broadcast and Online Journalism 4 Semester Credits This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None ENL240 Introduction to Literary Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL242 Electronic Literature 4 Semester Credits 61 Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL250 American Voices 4 Semester Credits American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL251 Introduction to African American Literature 4 Semester Credits This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL255 American Indian Literature 4 Semester Credits American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL260 Authors 4 Semester Credits A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL270 Themes 4 Semester Credits 62 This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL280 Genres 4 Semester Credits Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL290 Explorations in Language and Theory 4 Semester Credits An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL291 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Fiction One 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL321 63 Fiction Two 4 Semester Credits A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. Core Curriculum Component: None Prerequisite(s): ENL320(Fiction One) ENL322 Poetry One 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL323 Poetry Two 4 Semester Credits In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. Core Curriculum Component: None Prerequisite(s): ENL322(Poetry One) ENL324 Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL327 Advanced Reporting 64 4 Semester Credits This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. Core Curriculum Component: None Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) ENL329 Screenwriting II 4 Semester Credits In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to gain a better understanding of the aesthetics, craft, and form of screenwriting. Core Curriculum Component: None Prerequisite(s): ENL229(Screenwriting) ENL330 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL332 British Literature: Renaissance and Reformation 4 Semester Credits A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL333 British and American Literature of the 17th and 18th Centuries: Strange Shores 4 Semester Credits British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL334 65 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL336 Age of Victoria 4 Semester Credits If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL338 British and Commonwealth Drama 4 Semester Credits A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None 66 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL350 Readings in African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL351 19th Century American Literature 4 Semester Credits Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL352 American Literature from 1900 to 1945 4 Semester Credits Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL353 American Literature from 1945 4 Semester Credits Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits 67 A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL358 Readings in American Drama 4 Semester Credits A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) 68 ENL362 Renaissance to Modern Literature 4 Semester Credits Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Post Colonial Fiction 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL367 Women and Fiction 4 Semester Credits The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL368 Readings in World Dramas 4 Semester Credits A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. 69 Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL385 Language and Power 4 Semester Credits Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL391 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL394 Composition Theory and Practice 4 Semester Credits Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL395 Topics 4 Semester Credits Individual courses designed to investigate specific themes, movements, authors, or works. Core Curriculum Component: None Prerequisite(s): None ENL396 70 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL410 Advanced Studies in Literature 4 Semester Credits Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL420 Advanced Studies in Writing 4 Semester Credits The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative NonFiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I) ENL427 Advanced Studies in Media , Ethics, and Theory 4 Semester Credits This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Core Curriculum Component: Keystone 71 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative NonFiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting) ENL430 Advanced Studies in Theory and Method 4 Semester Credits Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL526 Literary Translation Practicum 4 Semester Credits A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a major literary work. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL527 72 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL528 Publishing II 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL530 Residency in Creative Writing III 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL531 Residency in Creative Writing: Fiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL532 Residency in Creative Writing: Nonfiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL533 Residency in Creative Writing: Poetry 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, 73 translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL534 Residency in Creative Writing: Screenwriting 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL535 Residency in Creative Writing: Playwriting 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL536 Residency in Creative Writing: Multi-Genre 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL541 Mentorship and Critical and Creative Reading: Fiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL542 Mentorship and Critical and Creative Reading: Nonfiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in 74 the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL543 Mentorship and Critical and Creative Reading: Poetry 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL544 Mentorship and Critical and Creative Reading: Screenwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL545 Mentorship and Critical and Creative Reading: Playwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL546 Mentorship and Critical and Creative Reading: Multi-Genre 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL547 Craft Paper: Fiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. 75 Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL548 Craft Paper: Nonfiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL549 Craft Paper: Poetry 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL550 Craft Paper: Screenwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL551 Craft Paper: Playwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL552 Craft Paper: Multi-Genre 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval) ENL553 Thesis: Fiction 2 Semester Credits Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a 76 collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL541(Corequisite for first registration in ENL553) *concurrent registration is required* ENL554 Thesis: Nonfiction 2 Semester Credits Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL542(Corequisite for first registration in ENL554) *concurrent registration is required* ENL555 Thesis: Poetry 2 Semester Credits Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL543(Corequisite for first registration in ENL555) *concurrent registration is required* ENL556 Thesis: Screenwriting 2 Semester Credits Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL544(Corequisite for first registration in ENL556) *concurrent registration is required* ENL557 Thesis: Playwriting 2 Semester Credits Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL545(Corequisite for first registration in ENL557) *concurrent registration is required* ENL558 Thesis: Multi-Genre 77 2 Semester Credits Taken, initially, with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): CONSENT(MFA Director Approval), ENL546(Corequisite for first registration in ENL558) *concurrent registration is required* ENL561 Mentorship and Critical and Creative Reading - Half-time: Fiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL563 Mentorship and Critical and Creative Reading - Half-time: Poetry 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL565 Mentorship and Critical and Creative Reading - Half-time: Playwriting 78 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENV – Environmental Studies ENV100 Environmental Connections 4 Semester Credits An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV120 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Concurrent registration in ENV120L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ENV120L Environmental Science Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required* ENV310 Environmental Politics Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. 79 Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics) ENV397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE – Education ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits 80 This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE325 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different 81 modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits 82 Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE499 83 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESL – Education ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None 84 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) ESL489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESL490 Language, Culture, and Schools 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: Keystone Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL499 Independent Study 4 Semester Credits 85 Core Curriculum Component: None Prerequisite(s): None ESL510 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FAR – Farsi FAR111 Beginning Farsi I 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. 86 Core Curriculum Component: Modern Language 1 Prerequisite(s): None FAR112 Beginning Farsi II 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 2 Prerequisite(s): FAR111(Beginning Farsi I) FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIA – Music FIA206 Sights and Sounds of Europe 4 Semester Credits FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation. Core Curriculum Component: Fine Arts Prerequisite(s): None FIN – Finance FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 87 Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FLM – Film FLM124 Monster Movies 4 Semester Credits Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM216 Film Production I 4 Semester Credits 88 This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Film Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 Film Production II 4 Semester Credits 89 This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM348 Intermediate Video Production 4 Semester Credits This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits 90 FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE – French FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 91 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 French Civilization Today 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) 92 FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER – German GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. 93 Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) 94 GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 4 Semester Credits Core Curriculum Component: None 95 Prerequisite(s): None GRK – Greek GRK113 Beginning New Testament Greek I 4 Semester Credits The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): None GRK114 Beginning New Testament Greek II 4 Semester Credits The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): GRK113(Beginning New Testament Greek I) GST – General Studies GST009 Augsburg Experience Internship 0 Semester Credits A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a noncredit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST100 Critical Thinking 4 Semester Credits Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of C- or better. Students waived from this course may take this class only with permission of the instructor. Core Curriculum Component: None Prerequisite(s): None GST108 AVID Elective 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Integrated Studies 4 Semester Credits This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning. 96 Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This course may not be taken by students who have completed 28 credits. Core Curriculum Component: None Prerequisite(s): None GST195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST200 Quantitative Reasoning/Statistical Literacy 4 Semester Credits This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) GST219 Black Music 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Semimar 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST458 Mayo Innovation Scholars Program 2 Semester Credits Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details. Core Curriculum Component: None Prerequisite(s): CONSENT(Application to program required) 97 HIS – History HIS101 The Beginning of Western Culture 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 The Shaping of Western Civilization 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 The Modern World 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 Decolonizing Asia and Africa 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 America to 1815 4 Semester Credits A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. Core Curriculum Component: Humanities Prerequisite(s): None HIS121 19th-Century United States 4 Semester Credits A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. Core Curriculum Component: Humanities Prerequisite(s): None 98 HIS122 20th-Century United States 4 Semester Credits A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. Core Curriculum Component: Humanities Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS150 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: Humanities Prerequisite(s): None HIS195 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None 99 HIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Minnesota History 4 Semester Credits This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Core Curriculum Component: Humanities Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 History of African American Civil Rights, 1619-1915 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 History of African American Civil Rights, 1915-1972 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. 100 Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS280 The History Workshop 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS282 The History of Women Since 1848 4 Semester Credits This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS300 Public History 4 Semester Credits Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): None HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None 101 HIS316 Nature, Cities, and Justice: U.S. Urban Environmental History 4 Semester Credits This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, environmental health and the human body, and the relationships shared by American culture with nature. Core Curriculum Component: None Prerequisite(s): None HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. Core Curriculum Component: None Prerequisite(s): None HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): None HIS331 Topics in United States History 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS332 History of United States Foreign Relations 4 Semester Credits A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. Core Curriculum Component: None Prerequisite(s): None HIS335 American Urban History 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): None HIS336 102 American Labor History 4 Semester Credits A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. Core Curriculum Component: None Prerequisite(s): None HIS338 American Legal History 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): None HIS343 Empires and Borderlands in North America 4 Semester Credits This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers, the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders with Mexico, Canada, and the Pacific World. Core Curriculum Component: None Prerequisite(s): None HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None Prerequisite(s): None HIS348 Russia and the Soviet Union in the 20th Century 4 Semester Credits An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): None HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Latin American History 103 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): None HIS354 Modern Britain and Ireland 4 Semester Credits This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): None HIS355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20thCentury United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits 104 This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS361 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HIS370 The Late Middle Ages to 1648 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): None HIS374 Medieval Crusades 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): None HIS378 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) HIS397 105 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS462 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: None Prerequisite(s): None HIS468 Modern Middle East 4 Semester Credits This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late 18th century until the present. Core Curriculum Component: None Prerequisite(s): None HIS474 World and the West 4 Semester Credits Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. Core Curriculum Component: None Prerequisite(s): None HIS480 History Senior Seminar 106 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop) HIS497 ACTC Museum Fellows Program 4 Semester Credits This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is followed in the spring by a one-semester, paid external internship. Students are placed with external partners who identify as museums or cultural institutions. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) HIS498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON – Honors HON100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another term. Core Curriculum Component: None Prerequisite(s): None HON111 Effective Writing for Liberating Letters 4 Semester Credits This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is C-. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level) HON120 The Scholar Citizen 4 Semester Credits 107 An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Concurrent registration in HON120L is required. (Includes theater lab) Core Curriculum Component: None Prerequisite(s): None HON120L The Scholar Citizen Theatre Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required* HON130 Liberating Letters: Humanist Tradition 4 Semester Credits Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits Honors version of REL 200. See REL 200 for content and requirements. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) HON220 The Scholar Scientist 4 Semester Credits Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HON221 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HON230 Arts and the City 4 Semester Credits Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. 108 Core Curriculum Component: Fine Arts Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240 Science, Technology, and Citizenship 4 Semester Credits Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. Concurrent registration in HON240L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240L Science, Technology, and Citizenship Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science, Technology, and Citizenship) *concurrent registration is required* HON250 The Social Scientist 4 Semester Credits Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON260 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 260. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON340 Junior Colloquium: The Scholar as Leader 0 Semester Credits Taught by the dean and/or president of the University, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N) Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON375 Student Created Learning Experience 0 Semester Credits This course will only be used for student created learning experiences that fulfill the Recreational Wellness requirement. Core Curriculum Component: Recreational Wellness Prerequisite(s): None 109 HON380 Student Created Learning Experience 1 Semester Credits May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use traditional or P/N grading options). Core Curriculum Component: None Prerequisite(s): None HON450 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON470 Student/Faculty Collaboration: Research Thesis Requirement 0 Semester Credits Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit, P/N only) Core Curriculum Component: None Prerequisite(s): None HON490 Honors Senior Seminar 4 Semester Credits This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE – Health, Physical Education and Exercise Science HPE104 110 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) Core Curriculum Component: Foundations of Wellness Prerequisite(s): None HPE110 Personal and Community Health 4 Semester Credits Concepts and practices of health and healthful living applied to the individual and the community. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE114 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE205 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits 111 Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE220 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE275 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring) Core Curriculum Component: None Prerequisite(s): HPE114(Health and Safety Education) HPE275L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 112 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training) HPE304 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE305 Stress Management 2 Semester Credits This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) 113 HPE324 K-6 PE Games and Activities 2 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE334 7-12 Sport Skills and Activities 2 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE335 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE336 Trekking the Mountains: An Outdoor Cultural Excursion 4 Semester Credits A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the excursion. Core Curriculum Component: None Prerequisite(s): None HPE340 Organization and Administration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Concurrent registration in HPE350L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE350L 114 Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE351 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Concurrent registration in HPE351L is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology) HPE351L Physiology of Exercise Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required* HPE357 Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None 115 Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE410 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE452 Advanced Biomechanics 2 Semester Credits 116 This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion analysis software and applied to physical education and health and fitness professions; particularly in terms of sports movement technique, common sports injury mechanisms, and injury prevention. Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) HPE473 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM – Humanities HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 4 Semester Credits Core Curriculum Component: None 117 Prerequisite(s): None HUM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to 1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS – Interdisciplinary Studies INS198 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS222 The Nobel Laureates: Religious and Political Perspectives 4 Semester Credits Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or can be taken concurrently). Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion, Vocation, and the 118 Search for Meaning I+II) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable* INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS233 Women: A Cross Cultural Perspective 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. 119 Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education,Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Understanding the Northern Ireland Conflict 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS327 Environment and Agriculture: Agroecosystems in Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS328 Justice and the US Food System 120 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS330 Arts Praxis: Social Justice Theory and Practice in the Field 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Art and Culture in Political, Social and Historical Context 4 Semester Credits Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS334 From Consumers to Creators 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS335 Digital Laboratory 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS342 River Politics Field Seminar 4 Semester Credits In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. Core Curriculum Component: Augsburg Experience Prerequisite(s): POL241(Environmental and River Politics) INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability, Ecology, and New Zealand Environmental Policy 4 Semester Credits 121 Core Curriculum Component: None Prerequisite(s): None INS349 Maori Perspectives, Pluralism, and National Identity 4 Semester Credits Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Core Curriculum Component: None Prerequisite(s): None INS351 Social Dimensions of Environmental Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS352 Field Research Methods and Investigation 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS353 Adaptive Ecosystem Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Workshop in Fiction, Poetry, and Creative Nonfiction 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Creative Writing in Political, Social, and Historical Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Inequality in America: A Political Economy Approach 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None 122 INS359 Political Sociology of Building Power, Change, and Equity 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS369 Politics and Development in Ecuador 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 The Scandinavian Welfare States in an Age of Globalization 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 Challenges of a Changing Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS387 123 Integration Seminar: Advanced Internship: Theory and Practice 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS391 Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement 6 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None 124 Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY – Keystone KEY470 Creating Life in the Arts: Exploration and Reflection on Vocation 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection. Core Curriculum Component: Keystone Prerequisite(s): None KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 125 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT – Latin LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 1 Prerequisite(s): None LAT102 Beginning Latin II 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 2 Prerequisite(s): LAT101(Beginning Latin I) LST – Leadership Studies LST205 Introduction to Leadership Studies 4 Semester Credits This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership theories, their definitions, and their theoretical strengths and weaknesses. Core Curriculum Component: None Prerequisite(s): None LST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT – Mathematics MAT103 Prealgebra 3 Semester Credits A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an emphasis on applications to 126 everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT 103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): MPL(Math Placement Level 1) MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2) MAT110 Finite Mathematics 4 Semester Credits Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business, economics, and social science, with an emphasis on developing quantitative skills needed for further study in those areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets, counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, break-even analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) MAT111 Mathematics in Society 4 Semester Credits Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics (MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of C- or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT137 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT138 127 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent registration is required* MAT145 Calculus I 4 Semester Credits Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to integrals. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT146 Calculus II 4 Semester Credits Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals, differential equations, infinite series, and polar curves. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT163 Introductory Statistics 4 Semester Credits Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals, hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully completed MAT164, MIS379, PSY215, or SOC362 cannot enroll in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT164 Introductory Statistics for STEM 4 Semester Credits Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation, experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 cannot enroll in MAT164. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group) 128 MAT171 Discrete Mathematics For Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to MAT171. Students who have completed MAT271 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT173 Mathematics of Finance 4 Semester Credits Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT213 Data Visualization and Statistical Computing 4 Semester Credits Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating animated Gifs. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MPL(Math Placement Group) MAT245 Calculus III 4 Semester Credits Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT246 129 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures) MAT252 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT271 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics), MAT252(Exploring Geometry), MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II) MAT273 Statistical Modeling 4 Semester Credits Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multi-collinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships among quantitative response variables and categorical predictor variables. This course includes several small group projects culminating with a final group project. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis) MAT287 History of Mathematics 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT304 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures) 130 MAT314 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures) MAT324 Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT355 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); CSC170(Introduction to Programming), MAT146(Calculus II) MAT363 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Core Curriculum Component: None Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT369 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III) MAT373 Probability Theory 131 4 Semester Credits Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of random processes, expectation, moment generating functions, and the Central Limit Theorem. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT374 Statistical Theory and Applications 4 Semester Credits Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals, hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended for students with some background in elementary statistics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I) MAT377 Operations Research 4 Semester Credits Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra) MAT394 Topics in Statistics 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics) MAT397 Internship 2 Semester Credits 132 Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor) MBA – Master of Business Administration MBA510 Applied Managerial Economics 3 Semester Credits 133 Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 3 Semester Credits This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal decision-makers use accounting information both to make decisions and to evaluate results of those decisions. Managerial Accounting focuses on the development, interpretation, and application of accounting information for managerial decision-making. The course stresses the use of financial and non-financial information within a variety of organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages between accounting information and management planning through cost analysis, operational and capital budgeting and performance measurement. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Business Managers need to understand the fundamentals of financial management for optimal decision making. This course covers the major topics in Finance that a business manager is likely to come across. The course begins with an introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return, security/corporate valuation, strategic investment and financing decisions. Core Curriculum Component: None Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically, and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 Organizational Behavior 3 Semester Credits In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and development in business and industry, including the conceptual integration and application of these theories. We will often challenge the traditional assumptions of management by discussing current management and organization behavior theories, innovations, trends, and the issues faced by today’s managers. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. 134 Core Curriculum Component: None Prerequisite(s): None MBA560 Communication Issues in Management 3 Semester Credits An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits Apply analytical thinking to a variety of business problems and understand the need for analytical models for business decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics: Regression Analysis, Forecasting, Project Management, and Inventory Control. Core Curriculum Component: None Prerequisite(s): None MBA575 Strategic Technology 3 Semester Credits Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. Core Curriculum Component: None Prerequisite(s): None MBA576 Project Management 3 Semester Credits The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by modern project managers. Core Curriculum Component: None Prerequisite(s): None MBA580 Management Consulting Project 3 Semester Credits 135 MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of your graduate business education in a summative project. The projects include strategic planning, business plans, marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your MBA program learning to an actual business organization with real issues and opportunities involving multiple functions. Field Study teams of four to five students will work as management consultants on comprehensive projects for local businesses or community organizations. Core Curriculum Component: None Prerequisite(s): None MBA583 Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures 3 Semester Credits This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): None MBA584 Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship 3 Semester Credits Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to actual practice. Core Curriculum Component: None Prerequisite(s): None MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in the next three courses. Core Curriculum Component: None Prerequisite(s): None MBA593 Health Care Operations Management 3 Semester Credits This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus primarily on those that improve hospital productivity. Core Curriculum Component: None Prerequisite(s): None MBA595 Strategic Management 3 Semester Credits 136 Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBC – Master of Business Administration MBC532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None Prerequisite(s): None MBC535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None Prerequisite(s): None MBC537 137 Health Care Financing 3 Semester Credits This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance Core Curriculum Component: None Prerequisite(s): None MBC542 Legal and Ethical Considerations in Health Care 3 Semester Credits This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources and increasing professional liability. Core Curriculum Component: None Prerequisite(s): None MBC547 Human Resources Issues in Health Care 3 Semester Credits This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on course introduces human resources to those who are preparing to work in any area of health care or health service covering important topics such as recruitment, training, termination, compensation practices, and safety. Core Curriculum Component: None Prerequisite(s): None MBC552 Marketing Communications 3 Semester Credits The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix decisions. Core Curriculum Component: None Prerequisite(s): None MBC554 Consumer Behavior 3 Semester Credits The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase decisions. Core Curriculum Component: None Prerequisite(s): None MBC599 Topics 3 Semester Credits Core Curriculum Component: None 138 Prerequisite(s): None MCN – McNair Program MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MDC – Minnesota Department of Corrections Program MDC094CE Everyday Mathematics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC101CE Lifetime Fitness 2 Semester Credits IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills in each area is presented, the student will develop a plan for implementation. The course will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control. Core Curriculum Component: None Prerequisite(s): None MDC102CE Mathematical Thinking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC103CE World Civilizations Since 1500 4 Semester Credits IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title changed from World Civilization II and The Modern World) Core Curriculum Component: None Prerequisite(s): None MDC104CE College Mathematics 139 4 Semester Credits Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions, inverse relations, function operations, complex numbers, and systems of equations. Core Curriculum Component: None Prerequisite(s): None MDC105CE General Psychology 4 Semester Credits IHCC Equivalent: PSYC 1101 General Psychology Presents a survey of psychology including theoretical and experimental findings and applications. Topics include research methodology, the nervous system, perception, cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their treatment, attitudes, social influence and growth processes. Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology 4 Semester Credits Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology 4 cr Examines the Earth's planetary materials and processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies to the succession of plants and animals evidenced in the fossil record and the processes which have altered the character of the Earth's continents and oceans through time. Core Curriculum Component: None Prerequisite(s): None MDC1101CE Introduction to Political Science 3 Semester Credits IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and methods in Political Science with an emphasis on political ideologies, political behavior, comparative government, international relations (including causes of war and peace) and relevant social science theory. The course also will examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and non-democratic governments. Core Curriculum Component: None Prerequisite(s): None MDC110CE Small Business, Start-Up 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC111CE Writing and Research Skills 4 Semester Credits 140 Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC1125CE Creative Problem Solving 3 Semester Credits MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives. Students will study findings of current problem-solving research and apply them to ethical and international problems. The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics of problem-solving, hypothesis testing, and decisionmaking. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 3 Semester Credits IHCC Equivalent: COMM 1110 Public Speaking 3.0 cr Is the introductory study of the theory and practice of public speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and many other contexts in today's society. Students will learn about the different types of public speeches commonly encountered and learn how to research, organize and write their ideas into clear and understandable forms of public communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be required to speak and participate often and will also be required to present their speeches in a classroom setting with an audience of their peers and an instructor. Core Curriculum Component: None Prerequisite(s): None MDC1131CE World Politics 3 Semester Credits IHCC Equivalent: POLS 1131 World Politics 3 cr Requires students to examine and compare the major issues, conflicts and challenges facing today’s global political environment. The course will focus on the following main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related institutions and processes, public policies and social scientific theory while examining their own political values, experiences and behaviors. Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disciplines 2 Semester Credits IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary sources with focus on writing in students' academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 4 Semester Credits Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG 1108. 141 Core Curriculum Component: None Prerequisite(s): None MDC1152CE Leadership Skills Development 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Sociology 4 Semester Credits MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4.0 sem cr Emphasizes methods, basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American government, family, education, religion, and the economy. Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC129CE Mathematics for the Liberal Arts 3 Semester Credits Core Curriculum Component: None 142 Prerequisite(s): None MDC130CE Family and Society 4 Semester Credits IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship violence, resingling, and other relevant topics. Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government and Politics 4 Semester Credits IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the legislative, executive, and judicial branches. Core Curriculum Component: None Prerequisite(s): None MDC1400CE Energy, Environment and Climate 4 Semester Credits IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term trends, including global climate change. Climatology relative to the United States will be examined in the context of extreme weather and alternative energy source potential. Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE Educational Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business in Society 4 Semester Credits Core Curriculum Component: None 143 Prerequisite(s): None MDC201CE Legal Environment of Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC204CE History of Rock and Roll 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC210CE Educational Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC222CE History of the United States Since 1865 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC240CE Introduction to Literary Study 144 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC241CE Introduction to Film 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC251CE Environmental Science (with lab) 3 Semester Credits IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab included. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 3 Semester Credits IHCC Equivalent: COMM 1100 Interpersonal Communication 3.0 cr Is a course that helps students recognize that we live and work in relationship with others and must communicate effectively with them to achieve our goals. This class helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends, and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in their relationships through active practice. Students will participate in multiple activities, both in and outside the classroom setting, to build their interpersonal communication skills. Core Curriculum Component: None Prerequisite(s): None MDC255CE Small Group Communication 4 Semester Credits 145 Core Curriculum Component: None Prerequisite(s): None MDC256CE Religions and Society 4 Semester Credits This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities 4 Semester Credits IHCC Equivalent: SOC 1127 Social Inequalities (4 sem cr) Describes and analyzes selected inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequality-racism; and gender inequality-sexism. Core Curriculum Component: None Prerequisite(s): None MIS – Management Information Systems MIS260 Problem Solving for Business 4 Semester Credits This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) 146 MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits This course provides broad based and balanced coverage of both the strategic business and technology elements of e-commerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, business-to consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group); MIS260(Problem Solving for Business) MIS475 Systems Analysis and Design 4 Semester Credits Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce) 147 MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS479 Business Analytics 4 Semester Credits Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each model studied. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT – Marketing MKT252 Principles of Marketing 4 Semester Credits Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 148 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. Core Curriculum Component: None 149 Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ML – Master of Arts in Leadership ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None Prerequisite(s): None ML510 Visions of Leadership: A Historical and Literary Journey 3 Semester Credits Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Responsible Leadership for the 21st Century 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. 150 The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Evaluating Empirical Research 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity and Values: Keys to Authentic Leadership 3 Semester Credits Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make it reality. Core Curriculum Component: None Prerequisite(s): None ML523 Leading Authentically 3 Semester Credits Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course, students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop a leadership plan that honors their authentic selves. Core Curriculum Component: None Prerequisite(s): None ML527 Spirituality and Leadership in the Workplace 3 Semester Credits The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits 151 Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML538 Communication Skills for Leadership 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML540 Political Leadershp: Theory and Practice 3 Semester Credits Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits 152 Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML550 Communication, Decision Making, and Technology 3 Semester Credits Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. Core Curriculum Component: None Prerequisite(s): None ML553 Design and Leadership 3 Semester Credits A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership. Core Curriculum Component: None Prerequisite(s): None ML557 Language of Leadership 3 Semester Credits Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. Core Curriculum Component: None Prerequisite(s): None ML560 Cultural Competence and Effective Leadership 3 Semester Credits This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits 153 This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None ML576 Leading Innovation 3 Semester Credits Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully leading innovation efforts. Core Curriculum Component: None Prerequisite(s): None ML577 154 Universal Responsibility and Leadership: A Nicaraguan Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML580 Colloquium on Contemporary Theories of Leadership 3 Semester Credits Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML505) Core Curriculum Component: None Prerequisite(s): 1 of ML505(Foundations of Leadership), ML510(Visions of Leadership: A Historical and Literary Journey) ML585 Integrating the Theory and Practice of Responsible Leadership 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 155 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None ML998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUE – Music MUE111 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by well-known Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 1 Semester Credits 156 The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None 157 Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has 158 given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP – Music MUP111 Performance Study: Voice 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None 159 MUP121 Performance Study: Violin 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP122 Performance Study: Viola 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will 160 find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP134 Performance Study: Saxophone 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 0 Semester Credits 161 Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP141 Performance Study: Trumpet 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None 162 MUP152 Performance Study: Piano 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will 163 find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP191 Performance Study: Harp 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP192 Performance Study: Improvisation 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 0 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to 164 upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) 165 MUP332 Performance Study: Bassoon 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 Performance Study: Horn 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 0 Semester Credits 166 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP352 Performance Study: Piano 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None 167 Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 0 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS – Music MUS113 168 Music Theory and Aural Skills I 4 Semester Credits Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear training, piano courses) students will “do what musicians do.” The students will build musical comprehension by hearing, reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through and beyond music. Core Curriculum Component: None Prerequisite(s): None MUS114 Music Theory and Aural Skills II 4 Semester Credits Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on developing a more refined understanding of the musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS130 Introduction to Music in the Fine Arts 4 Semester Credits E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I) MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano) MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None 169 Prerequisite(s): None MUS158 Class Guitar 1 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 4 Semester Credits Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS162 Entrepreneurship for Creative Businesses 2 Semester Credits This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a creative passion into a career. Core Curriculum Component: None Prerequisite(s): None MUS205 Legal Issues in Music, Entertainment, and the Arts 4 Semester Credits This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS207 From Boogie Woogie to Rock & Hip Hop: The Culture, Artists, and Sounds of Pop Music 4 Semester Credits What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens of easily palatable and familiar sounds. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS213 Music Theory and Aural Skills III 4 Semester Credits Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of relevant musical works from a variety of musical traditions. Core Curriculum Component: None 170 Prerequisite(s): MUS114(Music Theory and Aural Skills II) MUS214 Music Theory and Aural Skills IV 4 Semester Credits Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form. We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS213(Music Theory and Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale), MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I) MUS231 History and Literature of Music, Antiquity to 1750 4 Semester Credits An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II) MUS232 History and Literature of Music, 1750 to Present 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II) MUS234 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II 171 Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II) MUS235 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano) MUS238 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS242 Jazz Improvisation 1 4 Semester Credits Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I) MUS251 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS252 Italian Diction 172 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS253 German Diction 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS254 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS258 Class Guitar 2 1 Semester Credits This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings. Core Curriculum Component: None Prerequisite(s): MUS158(Class Guitar 1) MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None MUS272 Human Identity Through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS273 Functional Music Skills 173 2 Semester Credits This course will focus on development of basic functional music skills as required by the American Music Therapy Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano, guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and group music making in class. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS303 Introduction to Learning and Teaching in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV) MUS312 Composition II 2 Semester Credits 174 This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS315 Psychology, Culture, and Community in Music 2 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects and the functions of music in society. The course will also explore the use of music in community and community music therapy. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None 175 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS335 Music Business 4 Semester Credits This course focuses on the recording industry. Topics include publishing, licensing, record label operations, music industry contracts, DIY record releases, performing rights organizations, distribution, and social media. Musical genres and historical periods are compared and analyzed. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS336 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS340 Music Therapy Methods I 4 Semester Credits This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy theory underlying these methods. This course is experiential in nature and also examines the student’s personal relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding repertoire and building musical skills required for implementing these methods in music therapy practice. Core Curriculum Component: None Prerequisite(s): MUS273(Functional Music Skills) MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None 176 Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Methods II 4 Semester Credits This course provides an introduction and overview of compositional and improvisational music therapy methods. Application of improvisational and compositional methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to develop an evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS352 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS353 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits 177 This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 Junior Recital 0 Semester Credits One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Core Curriculum Component: None Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*, SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 Music Therapy Practicum 1 Semester Credits 178 Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS375 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS374(Music Therapy Practicum) MUS376 Music Therapy Assessment, Treatment and Clinical Processes 4 Semester Credits This course is a thorough exploration of the practice of music therapy from assessment, treatment planning, implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and development of assessment tools, effective documentation methods and practices, writing treatment plans to address a variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs. This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence. The role of the music, the client and the music therapist will also be explored in the context of clinical processes and clinical illustrations. Core Curriculum Component: None Prerequisite(s): MUS345(Music Therapy Methods II) MUS385 Music Therapy Clinical Improvisation 2 Semester Credits This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection between musiccentered practice and improvisational methods. The course will focus on the clinical application of improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to design improvisational interventions for a wide range of clinical populations within the context of group and individual sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal techniques through these experiential learning opportunities. Core Curriculum Component: None Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II) MUS392 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS393 Advanced Analysis 2 Semester Credits Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS111(Aural Skills I), MUS112(Aural Skills II), MUS201(Materials of Music III), MUS202(Form and Analysis), MUS211(Aural Skills III) MUS397 Internship 2 Semester Credits 179 Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS408 Current and Future Issues in the Music Industry 2 Semester Credits A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and readings that examine different stake holders' perspectives of the current state of the industry. Core Curriculum Component: None Prerequisite(s): MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS335(Music Business), MUS336(Arts Management and Concert Promotion) MUS435 Voice Repertoire 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): None MUS456 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. 180 Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS375(Music Therapy Practicum) MUS475 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS474(Music Therapy Practicum) MUS477 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS478 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS480 Music Therapy Senior Seminar 4 Semester Credits This course is the final course of your pre-professional academic development. This course provides an overview of many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics, professional development, board certification and developing professional presentations and materials. This course will also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of music to meet the specialized needs of clients. Core Curriculum Component: Keystone Prerequisite(s): MUS385(Music Therapy Clinical Improvisation) 181 MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS483 Advanced Music Therapy Practicum 1 Semester Credits In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor. Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical populations which require advanced skills and use of advanced music therapy methods (neurological music therapy, trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths, student needs, creation of well-rounded clinical experiences, and schedule. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation) MUS494 Music Teacher Performance Assessment & Student Teaching Seminar 2 Semester Credits Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching experience. Attributes of the successful novice educator and activities related to successful job acquisition are also discussed. Core Curriculum Component: None Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS503 Introduction to Learning and Teaching in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 182 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidence-based practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required* MUS515 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS525 Cross-Cultural Awareness in Music Therapy 3 Semester Credits This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of skills in various ethnic musical forms. Core Curriculum Component: None Prerequisite(s): None MUS530 Music Therapy Ethics 2 Semester Credits This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights, 183 relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital and social media use. Core Curriculum Component: None Prerequisite(s): None MUS535 Music Therapy Supervision and Professional Development 2 Semester Credits This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course includes an overview of various theories and models of music therapy supervision, with a focus on maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development. Core Curriculum Component: None Prerequisite(s): None MUS540 Music Therapy Research I 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. Core Curriculum Component: None Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS546 Clinical Music Therapy Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, recreative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS552 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. 184 Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS553 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS554 Advanced Music Therapy Clinical Improvisation 3 Semester Credits This course focuses on strengthening and deepening the connection between students’ musical skills and clinical application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques and methods for clinical improvisation through readings, case review, online discussions, and experiential learning. Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore advanced techniques and methods for clinical improvisation through researching a model of improvisation in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS555 Music Therapy, Spirituality, and Well-being 2 Semester Credits This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications surrounding this work. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS560 Music and Imagery 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None MUS565 Advanced Music Therapy with Infants, Children and Family Centered Care 2 Semester Credits This course provides an in-depth exploration of music therapy methods with infants, children and family centered care with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families. Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an integrative treatment team. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS570 Music, Neurology, and Physiology 185 3 Semester Credits This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS575 Music Therapy in Palliative Care 2 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice, ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and synthesis of clinical research surrounding palliative and end of life care. Core Curriculum Component: None Prerequisite(s): None MUS576 Music Therapy in Trauma Informed Care 2 Semester Credits This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being, relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage, isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence, supervision, consultation, and self-care will also be addressed. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II), MUS530(Music Therapy Ethics) MUS577 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS578 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS580 Transcultural Music Therapy I 4 Semester Credits This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the use of music in community 186 and for healing within their culture. Music is explored as a means of understanding a culture, human interaction, communication, manner of fostering health and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required* MUS582 Transcultural Music Therapy II 4 Semester Credits This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction, communication, and utilized to foster health, healing and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS525(Cross-Cultural Awareness in Music Therapy) MUS585 Advanced Music Therapy Group Work 3 Semester Credits This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group practice. This course will also explore the use of musical and non-musical means of processing and deepening in the group process or experience. Core Curriculum Component: None Prerequisite(s): MUS510(Advanced Music Therapy Theory) MUS590 Interdisciplinary Practice & Research Methods in Music Therapy 3 Semester Credits This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and challenges, indications and contraindications for this work will be discussed. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I) MUS595 Thesis or Final Project 2 Semester Credits This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's thesis requirement in an independent study format. This includes clarification of program expectations, review of literature, project and research development, academic and report writing, and advisory support and feedback. Core Curriculum Component: None Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II) MUS599 Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS –New Media NMS220 187 Foundations of New Media 4 Semester Credits Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and historical developments of new media will be examined. Assignments will take the form of case studies, projects, and critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media. Core Curriculum Component: None Prerequisite(s): None NMS230 Social Media 4 Semester Credits Explore the form, function, and context of social media, social media theory, and effective strategies for using social media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the new medium. Includes practical hands-on experience creating and engaging with social media. Core Curriculum Component: None Prerequisite(s): None NMS242 Electronic Literature 4 Semester Credits Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NMS260 New Media Production 4 Semester Credits Consider new media technologies and their uses in this introductory course in new media production. Work collaboratively and independently to produce new media works ranging from Internet memes to interactive videos. Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media principles, understand the importance of user, and learn to communicate ideas effectively. Core Curriculum Component: None Prerequisite(s): None NMS295 Topics in New Media 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS320 Contemporary New Media Practices 4 Semester Credits Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact, and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics, technoculture, genre revisionism, and mechanical reproduction. Core Curriculum Component: None Prerequisite(s): NMS220(Foundations of New Media) 188 NMS375 Practicum 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS490 Vocation and New Media 4 Semester Credits A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media), POL371(Topics) NMS495 Topics in New Media 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR – Norwegian NOR111 Beginning Norwegian I 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 1 Prerequisite(s): None NOR112 Beginning Norwegian II 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I) 189 NUR – Nursing NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR314 Self-Care I: Health of the Nurse 2 Semester Credits In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on the process. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) NUR315 Self-Care II: Health of the Nurse 2 Semester Credits In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care. Core Curriculum Component: None Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. 190 Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable* NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to self-care of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None 191 NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None 192 NUR505P Practicum: Theoretical Foundations for Advanced Nursing Practice 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P Practicum: Research Methods in Nursing 1 Semester Credits This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students will design a research study proposal based on their nursing practice focus. Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of 193 practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): None NUR525P Practicum: Graduate Field Project 2 Semester Credits This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theorybased care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P Practicum: The Power of Ritual and Ceremony for Healing and Transformation 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None 194 Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P Practicum: Politics of Health Care 1 Semester Credits This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None 195 Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 196 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the socio-cultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR721 Practicum:Ancient Healing Practices & Modern Implications 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. Core Curriculum Component: None Prerequisite(s): None NUR731 Practicum:Dia de los Muertos 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Dia de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. 197 Core Curriculum Component: None Prerequisite(s): None NUR741 Practicum:Health & Community Building in Guatemala 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None Prerequisite(s): None NUR762 Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Métis) and Formal Evidence 3 Semester Credits This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice will be developed. Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits 198 This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to diverse cultural expressions of health and illness. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course embraces a critical social approach to understanding health and illness embodied within populations and communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological methods are examined for their cultural sensitivity, relevance and ability to expose sociocultural determinants of health and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the underserved, and providing care and access to health resources is emphasized. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP scholary capstone 199 project and portfolio. The focus of the seminar is individualized to students' specific practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the seminars with faculty and peers. Core Curriculum Component: None Prerequisite(s): None NUR812 Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular focus on chapter one and two. Core Curriculum Component: None Prerequisite(s): None NUR816 Advanced Pathophysiology and Vibrational Energy Medicine 3 Semester Credits This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances. Core Curriculum Component: None Prerequisite(s): None NUR817 Informatics and Health Policy: The Colonization of Knowledge 3 Semester Credits This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of advanced practice nurses. Core Curriculum Component: None Prerequisite(s): None NUR818 Pharmacotherapeutics I for Advanced Practice 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. Core Curriculum Component: None Prerequisite(s): None NUR819 Physical and Holistic Health Assessment 3 Semester Credits This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history. Core Curriculum Component: None Prerequisite(s): None NUR820 Integrative Illness Prevention and Wellness Promotion 3 Semester Credits 200 This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can be impacted in a variety of cultures and populations through the life span and healthcare systems. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable* NUR822 Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three. Core Curriculum Component: None Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu) NUR824 Integrative Primary Care of Adults I 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion) NUR825 Integrative Primary Care of Adults II 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and also addressing women's health issues. Core Curriculum Component: None Prerequisite(s): NUR824(Integrative Primary Care of Adults I) NUR826 Pharmacotherapeutics II for Advanced Practice and Herbal Medicine 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an indepth description of how pharmacology and herbs are utilized in treating illness throughout the life span. Core Curriculum Component: None Prerequisite(s): None NUR827 Integrative Primary Care of Children 201 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the pediatric population with ongoing symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an in-depth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality, language and communication styles. Ethical implications of providing cultural and holistic care to marginalized populations will be examined. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR821(Second Year Doctoral Seminar) NUR832 Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four. Core Curriculum Component: None Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur) NUR841 Final Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the student's practicum experiences to complete their doctoral capstone project. During this seminar, students will complete their written scholarly paper describing their capstone project and present their scholarly project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar) NUR842 Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication. Core Curriculum Component: None Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur) NUR850 Integrative Primary Care of Adults Clinical I 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also develop an Integrative Health Promotion 202 educational project for patient population, culture or healthcare system. This course will also provide the student with clinical opportunities and direct patient care to provide the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative Primary Care of Adults I) *concurrent registration is required* NUR851 Integrative Primary Care of Adults Clinical II 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical and complementary and alternative management to disease states and body systems. The clinical management is an approach to treating the adult patient and women's health issues with chronic illness. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I) NUR852 Integrative Primary Care of Adults Clinical III 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care for clinical application of medical, complementary and alternative healthcare management of disease states and body systems. The clinical management is an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate safe and effective management strategies for patients requiring multiple pharmacological interventions. Core Curriculum Component: None Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II) NUR853 Integrative Primary Care of Children Clinical 2 Semester Credits This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health within a pediatric population. Core Curriculum Component: None Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*; NUR827(Integrative Primary Care of Children) *concurrent registration is required* NUR854 Integrative Primary Care of Adults Clinical IV 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical, complementary and alternative healthcare management to disease states and body systems. Students will integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman, pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include evidence-based practice, management of complex pharmacological application, and the holistic approach to patient care. Core Curriculum Component: None Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative Primary Care of Children Clinical) NUR855 Integrative Primary Care of Adults Clinical V 2 Semester Credits This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and pharmacological prescribing practices into primary patient care. 203 Core Curriculum Component: None Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV) NUR856 Leading Change Through the Lens of Wholeness: Clinical 1 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will provide the students clinical opportunities and direct patient care to provide the application of medical, complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptom and illness. This course will provide the student with the opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical), NUR861(NUR861 taken concurrently) *concurrent registration is required* NUR860 Through the Lens of Wholeness: A Human Approach 3 Semester Credits This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts, based on Evidence-Based and Metis-Based Evidence Practice. This case study application will develop critical spiritual, ethical, and integrative health clinical decision-making for the Family Nurse Practitioner. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR824(Integrative Primary Care of Adults I), NUR826(Pharmacotherapeutics II for Advanced Practice and Herbal Medicine), NUR850(Integrative Primary Care of Adults Clinical I) NUR861 Leading Change Through the Lens of Wholeness 2 Semester Credits This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills be examined. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical) NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 204 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None OJB – Ojibwe OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) PA – Physician Assistant Studies PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 205 Human Pathophysiology 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health care, and complimentary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics include dermatology, cardiology, pulmonology, gastroenterology, ophthalmology and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. 206 Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 10 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, hematology, nephrology, urology, endocrinology, and mental health. Geriatrics medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience with an older adult from the community. Units are attempted to coordinate with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are explored. Students will be introduced to topics in acute care including emergency medicine. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA534 Clinical Medicine IV 4 Semester Credits This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in primary care and other issues unique to these populations are explored. Students will be introduced to topics in emergency medicine and complete a servicelearning experience with an older adult from the community. Core Curriculum Component: None Prerequisite(s): PA533(Clinical Medicine III) PA542 Professional Issues 2 Semester Credits This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public health, and caring for diverse communities. Core Curriculum Component: None Prerequisite(s): None PA545 Clinical Phase Transition 4 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA546 Clinical Practice Seminar I 207 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts encountered in clinical practice. Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA547 Clinical Practice Seminar II 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA546(Clinical Practice Seminar I) PA555 Research Tools for the Physician Assistant 2 Semester Credits The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge base. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA570 Interdisciplinary Perspectives on Aging 3 Semester Credits This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Core Curriculum Component: None Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 208 Family Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA602 General Surgery Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical 209 examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA608 Elective Clinical Practicum II 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA622 210 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): None PA998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI – Philosophy PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 Ethics and Human Identity 211 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI180 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 212 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. Core Curriculum Component: Humanities Prerequisite(s): None PHI295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI365 Philosophy of Science 4 Semester Credits 213 The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) PHI399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. 214 Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY – Physics PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) PHY107 College Physics I 4 Semester Credits This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. High school trigonometry is required in preparation for this course. Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT114(Precalculus), MPL(Math Placement Group) PHY107L College Physics I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY107(College Physics I) *concurrent registration is required* PHY108 College Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) PHY108L College Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY108(College Physics II) *concurrent registration is required* PHY116 Introduction to Physics 215 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three one-hour lectures, one threehour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, preengineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY121(General Physics I) 216 PHY122L General Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II) PHY245L Modern Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required* PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is required. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY261(Electronics) *concurrent registration is required* PHY298 217 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, self-assembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY317(Biophysics) *concurrent registration is required* PHY320 Introduction to Space Science 4 Semester Credits A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. Concurrent registration in PHY327L is required. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required* PHY351 Mechanics I 218 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY352 Mechanics II 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY362 Electromagnetic Fields I 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY363 Electromagnetic Fields II 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHY396 Comprehensive Laboratory II 2 Semester Credits Application of experimental techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II) 219 PHY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY420 Plasma Physics 4 Semester Credits Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I) PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY486 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 220 POL – Political Science POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 Introduction to Political Science 4 Semester Credits An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 221 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy-A Nicaraguan Case Study 4 Semester Credits Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and community groups working on alternative development policies. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and 222 Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None 223 POL357 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL359 Topics: Women in Comparative Politics 4 Semester Credits An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None 224 Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL391 Seminar 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 225 Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) POL484 226 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY – Psychology PSY105 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences 227 Prerequisite(s): None PSY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY215 Research Methods and Statistics I 4 Semester Credits Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. 228 Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Abnormal Psychology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY282 Industrial & Organizational Psychology 229 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group, and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None 230 Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full-credit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling Psychology 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None 231 Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. 232 Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) RLN – Religion RLN100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: None Prerequisite(s): None RLN200 Religion, Vocation, and the Search for Meaning II 233 4 Semester Credits This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I) RLN201 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None RLN202 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN209 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN214 Church Music & Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I) RLN216 Religion and Science in Popular Culture 234 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN221 Feminism and Christianity 4 Semester Credits Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN222 Spirituality, Religion, and Popular Culture 4 Semester Credits This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN230 Self, Sex & Sin: Human Person in Christian & Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN237 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN240 Religion and the Rise of Science 4 Semester Credits This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. 235 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN243 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN245 The Lutheran Heritage 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN251 The Bible in Culture and Counterculture 4 Semester Credits An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including the subversive role particular texts played as protest to the dominant culture in their original contexts and in later interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or undermine the prevailing social order. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN257 Heaven, Hell, and the End of the World 4 Semester Credits Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN261 Jesus and His Interpreters 4 Semester Credits 236 Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN275 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN276 World Religions 4 Semester Credits An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN290 Foundations for Public Ministry 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I) RLN295 Church: Past, Present, Future 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries. Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and “postmodern” Christians and churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I) RLN301 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) 237 RLN302 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN303 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN319 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN330 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN331 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN333 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN336 Latin American Liberation Theologies 238 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN340 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN342 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN343 Theology of Marriage and Family 4 Semester Credits An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN344 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) 239 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN374 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN376 The Church and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN390 The Art of Public Ministry 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: None Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families) RLN399 Internship 4 Semester Credits The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an individualized reflection process with a faculty member round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices), YFM358(Life and Work of the Church) RLN400 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN401 Independent Study/Research 240 2 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN402 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN406 Christensen Scholar Seminar II 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: Search for Meaning II 241 Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); CONSENT(Consent of Instructor) RLN409 Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) RLN441 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I) SCI – Science SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits 242 The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one three-hour laboratory per week. Odd yearsRochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI123 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI301 243 Science in the World 1 Semester Credits A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which explores modes of discourse and sets of expectations common to upper-level science courses. Core Curriculum Component: None Prerequisite(s): None SCI490 Integrated Science 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None SOC – Sociology SOC111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Sociology 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and subcultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None 244 SOC240 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality— receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Sexualities 4 Semester Credits What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None Prerequisite(s): None SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 245 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC349 Organizations and Society: Understanding Nonprofits and Corporations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society) SOC362 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits 246 Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC380 Disaster and Resilience 4 Semester Credits Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society) SOC381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society), URB111(City Life: Introduction to Urban Sociology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): None SOC390 Social Problems Analysis 4 Semester Credits How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC395 247 Mental Illness and Society 4 Semester Credits What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a social phenomenon. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits 248 Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society) SPA – Spanish SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA206 Spanish for Health Care Professionals 4 Semester Credits Taught in Cuernavaca, Mexico. Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA220 Business Spanish 249 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 Spanish for Heritage Speakers I 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits 250 Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA334 Contemporary Mexican Literature 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None 251 Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA352 Survey of Spanish Literature I 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) 252 SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA357 Central American Literature 4 Semester Credits This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language Placement) SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 253 SPE – Education SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE434 254 Tchng Cont Area w/Lrng Disabilities 3 Semester Credits This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie) SPE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE501 Historical and Contemporary Issues in American Indian Education 4 Semester Credits This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE502 American Indians and Special Education 4 Semester Credits This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It 255 will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE503 Assessment of American Indian Learners 4 Semester Credits This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE504 Working with American Indian Families and Communities 4 Semester Credits This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE505 Manifestation of Multigenerational Trauma and Internalized Oppression 4 Semester Credits This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE506 Indigenous Learners 4 Semester Credits This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE507 Indigenous Methods of Instruction: Practical Application 4 Semester Credits Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. Core Curriculum Component: None 256 Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE508 Professional Issues and Development 2 Semester Credits This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE509 Literacy Instruction for American Indian Learners with Exceptionalities 4 Semester Credits This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 257 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP – Study Abroad SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): SPP(Study Abroad/Away Approval) SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 258 SPP202 Study Abroad/Part Time 8 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK – Social Work SWK100 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK230 Global Peace and Social Development 4 Semester Credits This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None SWK240 Intergroup Dialogue 4 Semester Credits In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and narratives from historical, psychological and sociological sources. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None 259 Prerequisite(s): None SWK294 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. Open only to students majoring in Social Work. Core Curriculum Component: None Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 260 4 Semester Credits Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students majoring in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Open only to students majoring in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students majoring in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only to students majoring in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits 261 Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students majoring in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students majoring in Social Work. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits 262 The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None 263 Prerequisite(s): None SWK530 Integrated Field Seminar 1 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom content-particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom content-particularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): SWK530(Integrated Field Seminar 1) SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. 264 Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK628 Multicultural Clinical Practice (MCCP) with Individuals 3 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and postmodern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problemsolving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 MCCP Policy Practice 3 Semester Credits In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. Core Curriculum Component: None Prerequisite(s): None SWK631 265 Multicultural Clinical Practice (MCCP) with Groups 3 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 266 Integrative Field Seminar 4: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK657 Diversity and Inequality 1: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK658 Diversity and Inequality 2: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK660 Multicultural Macro Practice (MCMP) Research Methods 3 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits 267 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK670 Multicultural Macro Practice (MCMP) Policy 3 Semester Credits This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Core Curriculum Component: None Prerequisite(s): None SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None 268 Prerequisite(s): None SWK998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None THP – Theater THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 269 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP124 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) 270 THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP134 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None 271 Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large Project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR – Theater THR116 Acting and Improvisation for Non-Majors 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 272 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR229 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): THR228(Introduction to Stagecraft) THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 273 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Asian and Asian American Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None 274 THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR273 Latina/o Theater and Performance 4 Semester Credits In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order to understand how Latina/os challenge mainstream representations through theatre and performance, and how they articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and heterosexist constructions of Latinidad. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student step-by-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR285 Scenery Design 4 Semester Credits Scenery Design is an introductory study of the theater scene design process and the practical application of expressing your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and experiential project work. This is a projectbased class. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) 275 THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 Playwriting I 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR355 Performing Shakespeare 4 Semester Credits Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s plays. Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater) THR361 Theater Histories: Origins to 1800 276 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater Histories: 1800 to the Present 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to the Present) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR362(Theater Histories: 1800 to the Present) THR367 New Methodologies of Stage Direction & Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR366(Stage Direction) THR397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR398 277 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR490 Theater Keystone: Exploring Vocation and Artistic Practice 2 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites: THR 250 and Junior or Senior class standing Core Curriculum Component: Keystone Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB – Urban Studies URB111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 278 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society), URB111(City Life: Introduction to Urban Sociology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) URB395 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None URB399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WEL – Health, Physical Education and Exercise Science WEL100 279 Foundations of Wellness 1 Semester Credits This course is required for all Augsburg students not majoring in Health, Physical Education, or Exercise Science. It is designed to improve the student's knowledge and understanding of select components of wellness such as nutrition, stress reduction, goal setting, and physical fitness and how they contribute to personal lifelong health and well-being. This course incorporates physical activity and is designed to provide the knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of wellness. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None WEL103 Recreational Wellness: Badminton 1 Semester Credits This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL104 Recreational Wellness: Bicycling 1 Semester Credits This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL105 Recreational Wellness: Power Yoga 1 Semester Credits This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit training regimes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL106 Recreational Wellness: Bowling 1 Semester Credits The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also include team and individual competition. Students bowl two games each class session. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL107 Recreational Wellness: Fitness Walking 1 Semester Credits This course incorporates cardiovascular fitness into various walking regiments. Students will understand and demonstrate basic skills and fitness strategies, while engaging in routine walking routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL108 280 Recreational Wellness: Golf 1 Semester Credits This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental benefits of playing golf are highlighted. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL109 Recreational Wellness: Kettle Bells 1 Semester Credits This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL110 Recreational Wellness: Pilates 1 Semester Credits This course will incorporate muscular endurance and flexibility into various Pilates regiments. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL111 Recreational Wellness: Racquet Sports 1 Semester Credits This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and doubles strategies in badminton, pickleball, and racquetball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL112 Recreational Wellness: Basketball 1 Semester Credits This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is to promote physical fitness through basketball and encourage recreational level participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL113 Recreational Wellness: Volleyball 1 Semester Credits This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball. The students will practice and perform the skills in a recreational to intermediate competitive environment. Students will also become aware of the physical and social benefits associated with active participation in volleyball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL114 Recreational Wellness: Soccer 1 Semester Credits 281 This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and coaching the sport. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL115 Recreational Wellness: Walk, Jog, Run 1 Semester Credits This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL116 Recreational Wellness: Weight Training 1 Semester Credits This course seeks to improve the student's knowledge and understanding of the components of weight training and how they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL117 Recreational Wellness: Women's Weight Training 1 Semester Credits This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL118 Recreational Wellness: Yoga 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL119 Recreational Wellness: Latin Dance 1 Semester Credits This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba, and bachata and execute basic steps and patterns individually and with a partner. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL120 Recreational Wellness: Canoeing and Paddling 1 Semester Credits Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance. 282 Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL121 Recreational Wellness: Rock Climbing 1 Semester Credits This course provides an overview of the various traditions of climbing along with participation in basic skills, safety procedures, and conditioning necessary for successful climbing. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL122 Recreational Wellness: Hiking 1 Semester Credits This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 8-12 mile hike on established trails over moderate to steep terrain. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL123 Recreational Wellness: Tennis 1 Semester Credits This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles and doubles play. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL124 Recreational Wellness: Introduction to Dance 1 Semester Credits This course provides an overview of the various traditions of movement within dance. Students will participate in basic skills and express themselves through movement. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL125 Recreational Wellness: Karate 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL126 Recreational Wellness: Aerobics 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL127 283 Recreational Wellness: Pickleball 1 Semester Credits This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for singles and doubles play. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL128 Recreational Wellness: Ice Skating 1 Semester Credits This course is designed to teach students the physical benefits associated with recreational ice skating. Students will learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL129 Recreational Wellness: Ultimate (Frisbee) 1 Semester Credits This course addresses the skills and strategies used in Ultimate (Frisbee). Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL150 Recreational Wellness: Student Designed 1 Semester Credits This course is designed to improve proficiency in one or more selected activities. Students will understand and demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended between an in-person lab experience and online discussions and reporting. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL160 Recreational Wellness: Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Foundations of Wellness or Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Recreational Wellness Prerequisite(s): CONSENT(Consent of Instructor) WEL204 Recreational Wellness: Advanced Bicycling 1 Semester Credits This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an advanced pace. Basic bike maintenance skills and information are also addressed in this class. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL213 Recreational Wellness: Advanced Volleyball 284 1 Semester Credits This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should have advanced volleyball experience. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WST – Gender, Sexuality and Women’s Studies WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Introduction to Gender, Sexuality, and Women’s Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST220 Topics in Gender and the Humanities 4 Semester Credits Examination of specific topics related to gender and the humanities not covered in other lower-division Gender, Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 285 WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggles and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. 286 Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20thCentury United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None WST366 287 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: Keystone Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. 288 Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YST – Youth Studies YST210 Rethinking Children and Youth 4 Semester Credits Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the 20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low expectations of children and youth in society. We will then construct a new framework that will enable us to understand and engage young people as powerful, contributing members of society. Core Curriculum Component: None Prerequisite(s): None YST320 Working With Children and Youth 4 Semester Credits This course will provide students with practical perspectives and experiences in work with children and youth. We will cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements in work with youth and children. This course has a significant service learning requirement. Core Curriculum Component: None Prerequisite(s): YST210(Rethinking Children and Youth) 289
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Title: Augsburg University Graduate Catalog, 2017-2018
Collection: Course Catalogs
Search Result: Introduction Graduate Catalog 2017-2018 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Seme...
Show more Introduction Graduate Catalog 2017-2018 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2017 - Summer Semester 2018. It is subject to change without notice. The catalog is intended to complement other University publications including the Student Guide and University website. It is important for students to be familiar with all University policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2017 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg University’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg University we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow, Ph.D. President 2 Welcome from the Provost and Chief Academic Officer Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and equip themselves for the next stage in their vocational journeys. When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement, experiential learning deepened by reflection, commitment to equity and intentional diversity, and dedication to lifelong learning. We are an institution committed to place, and our locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science, Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are prepared not only for their first job but for mid- and late-career success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities in the future. We’re delighted that you’ll be joining us. Sincerely, Karen Kaivola Provost and Chief Academic Officer 3 About Augsburg At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the University motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of Augsburg University can be found at www.augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:    Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the University’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees:          Master of Arts in Education* Master of Arts in Leadership Master of Arts in Nursing* Master of Business Administration* Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner) 4 Augsburg offers the following dual degrees:    Bachelor of Arts in Accounting/Master of Arts in Leadership Master of Arts in Leadership/Master of Business Administration Master of Social Work/Master of Business Administration *Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN) A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all University facilities, whether a student in Minneapolis or Rochester, and to participate in University activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the University. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota-Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. Rochester Learning Site Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*. The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses. Abroad Locations Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The University Center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student and Scholar Services, Latin@ Student Services, American Indian Student Services, Pan-Afrikan Student Services, PanAsian Student Services, Campus Activities and Orientation, LGBTQIA Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry, the Christensen Center for Vocation (CCV), the departments of Theater and Communication Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2018) Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Academic Skills Office, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. 7 Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms, laboratories, and a medium-sized auditorium; the departments of Nursing, Physics, Mathematics & Statistics, Biology, and Chemistry; the Undergraduate Research and Graduate Opportunity (URGO) Office, McNair Scholars, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, the Nobel Peace Prize Forum (aka “Norway Hub”), the Academic Affairs Office, Student Affairs Offices, and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, Religion, Psychology, Economics, Business, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg University is accredited by:      The Higher Learning Commission (HLC) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees) Council on Social Work Education (CSWE) (Bachelor, and Master level degrees) American Music Therapy Association (AMTA) (Bachelor, and Master level degrees) Augsburg’s programs are approved or monitored by:      American Chemical Society (ACS) Minnesota Board of Teaching Minnesota Board of Nursing Minnesota Office of Higher Education (MOHE) National Association of Schools of Music (NASM) Augsburg University is an institutional member of:                     American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 9 Policies Non-Discrimination Policy Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, creed, color, religion, gender, age, national or ethnic origin, disability, military service, protected veteran status, genetic information, sexual orientation, gender identity or expression, transgender status, marital status, familial status, genetic information, status with regard to public assistance, citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, participation in athletic and/or school administered programs, and any other characteristic protected by federal state or local law, except in those instances where there is a bona fide occupational qualification. (Approved by Board of Regents in April 2017). Title IX Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development, implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX complaint process as well as identifying and addressing any patterns or systemic problems that arise. For further information, please contact the University’s Title IX Officer: Ann Garvey| Vice President of Student Affairs| Student Affairs Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu Additionally, the University has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Lisa Stock| Director and Chief Human Resources Officer Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Associate Athletic Director Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Information Officer Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records 10 You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The University will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following:               The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office 11 You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative. Student Rights The University has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. 12 Admission All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Readmission Graduate students who have not registered for courses at Augsburg University for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the University must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Non-degree Students Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from World Education Services (WES) or a member of the National Association of Credential Evaluators (NACES) to confirm it is equivalent to a United States bachelor’s degree or greater. Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg University degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. International Students Augsburg University graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). 13 A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways:   If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg University accepts as evidence for English proficiency.           TOEFL (Test of English as a Foreign Language) www.toefl.org Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg University TOEFL code is 6014.) IELTS (International English Language Testing System) www.ielts.org Score report of 6.5. MELAB (Michigan English Language Assessment Battery) www.cambridgemichigan.org/melab Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following:       Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). 14 Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Graduate students will need to be enrolled in 3 credits to be considered half-time and 6 credits to be considered fulltime. Tuition and Fees          Doctor of Nursing Practice (DNP) Master of Arts in Nursing (MAN) Master of Arts in Education (MAE) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $921 per 1.0 credit $724 per 1.0 credit $485 per 1.0 credit $750 per 1.0 credit $661 per 1.0 credit $668 per 1.0 credit $839 per 1.0 credit $847 per 1.0 credit $784 per 1.0 credit* *2017 start cohort Tuition Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. DNP Fee MAN Fee $55 $55 Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a 16 student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The University cooperates with federal, state, church, and private agencies in providing various aid programs. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/paymentplans-and-discounts. Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time.  Federal Unsubsidized Stafford Student Loan 17    Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Graduate Loan Program (PLUS) Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at www.augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress  Minimum GPA requirements: Graduate Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record.  Minimum Credits Completed: Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.  Maximum Time Frame: To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). 18 Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved they will be placed on Financial Aid Probation. If a student’s appeal is denied they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term will be placed on Financial Aid Suspension. [1] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing 19 system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Financial Policy Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg University will not release student academic transcripts or graduation diplomas/certificates until all student account charges are paid in full or, in the case of student loan funds administered by the University (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. 20 Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid - Return of Aid Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. 21 Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $700 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Due to Drug Offense A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: 22     The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 23 Student Resources/Academic and Support Services Lindell Library Resources Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120 databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and special collections. If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research Support Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can talk to an expert in person at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working alone or in a large group, Augsburg students can check out a laptop from the Library’s Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Services Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has four computer classrooms, 40+ technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. 24 Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist, and discussions may include:      Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration to support each student as they work toward success. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of an institution’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage family and Groves Foundation. For further information, call 612-330-1053. International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. 25 Academic Policies and Procedures Academic Calendars All graduate programs meet on a semester calendar. The Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The University and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As a University requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide). Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed from traditional (A - F) to Pass/No Credit. Explanation of grades: Grade A AB+ B BC+ C CD+ D DF P N Grade Points Description 4.00 Excellent 3.67 3.33 3.00 Undergraduate: Good Graduate: Satisfactory 2.67 2.33 2.00 Undergraduate only: Satisfactory 1.67 1.33 1.00 Poor 0.67 0.00 Failure 0.00 Pass* 0.00 No Pass *The letter equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate courses. Pass/No Pass Grades In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass grading system. 26 Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve at least a grade of B. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (i.e. illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact the Registrar’s Office for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. 27 Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol P S N V W I X IP R GRT L NG Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work Satisfactory No pass, no credit Audit, no credit Withdrawn Incomplete Extension, incomplete In progress Repeat Credit granted Required lab component (a credit-bearing grade was earned in the corresponding lecture course) Not graded, no credit Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the University and program. Students who are readmitted may need to complete additional coursework 28 and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the University, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the University and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following:    Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg University. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the University. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the University’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was 29 received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study Registration form is required. Term Off Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is:        Master of Arts in Education (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) Master of Science, Physician Assistant Studies (Contact program coordinator) 30   Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. 31 Master of Arts in Education Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. The Master of Arts in Education (MAE) program combines our excellent undergraduate licensure coursework with a master’s level coursework focused on teacher leadership, preparing teachers to serve K-12 students effectively and to nurture healthy change within schools and school systems. Our Philosophy The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. One of these themes - leadership - is lived out within the MAE program. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. Our Faculty Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. Our Accessibility We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the evening schedules*. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly-qualified teacher— the teacher you can become. Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K12 initial teaching licenses offered at Augsburg include:   Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Subject matter courses for these endorsements may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education, 9-12 in biology, chemistry, and physics, and 5-8 general science . Subject matter courses for these licenses may need to be taken in the weekday schedule or at a community college 32 when unavailable through evening course work. Augsburg requires that at least two content area courses are taken at Augsburg. Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options:   K-12 English as a Second Language K-12 Special Education: Academic Behavior Strategist All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Accreditations and Approvals Augsburg University Teacher Education programs are approved by:  Minnesota Board of Teaching. (MN BOT) Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section of this catalog. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses at the graduate level coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. See the MAE program director for details. The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Credit MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the AU evening schedule. Courses in this schedule meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. The MAL and education degree completion courses are offered primarily in a weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered primarily weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. The following teaching licenses are available entirely through the evening and summer schedule: elementary education, K-12 special education, and K-12 English as a second language. Additional licenses in the following areas are available through a combination of weekday, weekday evening, summer schedules, and, occasional off-campus courses: biology, chemistry, communication arts, health, mathematics, music, physical education, physics, and social studies. For these licenses, the education and degree completion courses are taken weekday evenings and summer while some, if not all, of the content area courses are taken during the weekday and/or off-campus. 33 The weekday evening schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other week, face to face with online instruction in the intervening week. The weekday schedule is also comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum—Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K-6 Methods: Math EED 360/560 - K-6 Methods: Science To complete the license, the following undergraduate requirements must be completed: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature EDC 481 - Student Teaching: Initial License (12-14 weeks) or EDC 482 - Student Teaching: Endorsement EED 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. 34 Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. Subject matter courses for these endorsements will be available through a combination of weekday, evening and off-campus courses. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. K-12 and 5-12 Secondary Education K-12 and 5-12 licenses in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. Subject matter courses in the following majors are offered on weekday evenings and summer: English, communications (for communication arts), art and selected social science courses. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekday evenings and summer. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule and off-campus. Students can obtain a 9-12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9-12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure. Up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society ESE 325/525 - Creating Learning Environments ESE 300/500 - Reading and Writing in Content Area* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* EDC 481 - Student Teaching: Initial License (12-14 weeks) or EDC 482 - Student Teaching: Endorsement or EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 - Teacher Performance Assessment and Student Teaching Seminar 35 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Special Education Augsburg University offers licensure in K–12 Special Education: Academic Behavioral Strategist (ABS). This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Five years after being licensed, teachers must extend their license in one of the above categories through additional coursework. Licensure Requirements Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. All courses must be taken for licensure, and up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. The following courses for the ABS license are offered at both the undergraduate and graduate levels: EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K–6 Methods: Math* EED 360/560 - K–6 Methods: Science* SPE 410/510 - Implementing Assessment Strategies* SPE 411/511 - Etiology and Theory of Mild to Moderate Disabilities SPE 415/515 - Theory to Practice* SPE 425/525 - Transition and Community* SPE 430/530 - Instructional and Behavioral Practices* SPE 490/540 - Parent and Professional Planning To complete the ABS license students will also need to complete certain requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement 36 EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. This program is based on an innovative internship model that allows students employed in special education classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in classrooms serving these populations. Hours must be completed across elementary, middle school, and high school and include experiences with the five areas of disability that are part of this license. Specific information on field experience requirements is available from the Education Department. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort Augsburg does not offer the post-baccalaureate Tribal Special Education licensure program at this time. It may become available again in the future. If you are a student who did not finish the Tribal Special Education program when it was offered, please see your adviser for an alternate plan. You can finish through our regular Special Education licensing program. K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to seven of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the evening semester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to Augsburg Undergraduate (AU) students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/MN American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EED 325/525 - K-6 Methods: Literacy* ESE 325/525 - Creating Learning Environments* ESL 330/510 - History and Structure of the English Language ESL 340/520 - ESL Literacy* ESL 490/530 - Language, Culture, and Schools ESL 420/540 - ESL Methods* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation 37 EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar *This course has a 20 hour field experience attached to it. Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary, secondary, and K-12 initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full-time as student teachers and are supervised by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two semester credit edTPA and student teaching seminar. They meet at Augsburg University for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to seven Augsburg graduate-level licensure courses fulfilling master’s requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the required 30-33 semester credits for the MAE degree. To finish out the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action research is designed to be completed in two semesters; the project itself is done once the research is presented at an action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to seven semesters. Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML elective, EDC 514 – Research Methods - Education focus or ML 514 - Evaluating Empirical Research and EDC 585 – Navigating the Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need.   The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product. This option is completed with a final oral presentation and placement of the final paper in the Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to seven semesters. 38 Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits) This degree completion option focuses on the theme of the MAE degree program - teacher leadership - and requires a minimum of the following four classes: One ML leadership-focused course EDC 570 - Teacher Leadership EDC 514 - Research Methods (ML 514 can be substituted if necessary) EDC 594 - Performance Assessment Project Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in this sequence. Students finish their degree through this option with the successful completion of these four classes. Alternate Settings—MAE in Rochester In step with Augsburg University’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Elementary education The K-6 elementary education license allows students to teach in grade K-6. Augsburg University offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K-12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI. All courses for these licenses are available in Rochester. The Performance Assessment degree completion option is offered in Rochester as needed, typically every other year. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 - Visions of Leadership: A Historical and Literary Journey ML 511 - Creativity and the Problem-Solving Process ML 520 – Self-Identity and Values: Keys to Authentic Leadership ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 545 - Decision Making and Leadership ML 550 - Communication, Decision Making, and Technology ML 560 - Cultural Competence and Effective Leadership ML 565 - Women and Leadership ML 599 - Topics 39 For a complete list of courses and descriptions, see the Course Description Search. Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs must have:   Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions:     Completed application form - www.augsburg.edu/mae $35 non-refundable application fee Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg University is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 - Learning and Development, EDC 220 - Education Technology, and ESE 3XX - K-12/5-12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement for secondary licensure is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. 40 Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department faculty advisor early in the first semester of courses. Academic Policies Application to the Education Department Once accepted to the University and the MAE program, students may take designated courses in education and content areas. Prior to beginning the methods courses within a program, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522 - Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license but are not eligible for the degree. Students with cumulative GPA’s below 2.5 may not student teach and are subject to academic probation and possible dismissal. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Minimum Grade Policy Students who fail to maintain a cumulative 2.5 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a C in any undergraduate course or B- in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the University’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the license may have the option to finish the degree. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students’ opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements is available in the Education Department Handbook. 41 Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are withdrawn from the MAE program. To be readmitted to the University and the MAE program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Full-time Faculty Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Margaret J. Finders, Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of Iowa. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Audrey Lensmire, Associate Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Jason Michael Lukasik, Assistant Professor of Education and MAE Director. BA, MEd, PhD. University of Illinois at Chicago. Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of Minnesota. Joaquin Munoz, Assistant Professor of Education. BS, MA, PhD: University of Arizona Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, University of Minnesota; PhD, University of Minnesota Kaycee Rogers, Director of Education Programs-Rochester. BA Luther College; MEPD University of Wisconsin La Crosse Christopher Smith, Associate Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Jennifer Diaz, Assistant Professor of Education. B.S. Elementary Education, University of Wisconsin-Madison. M.S. Curriculum and Instruction, Ph.D. Curriculum and Instruction, University of Wisconsin-Madison. 42 Master of Arts in Leadership MAL Mission The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Organizations seek leaders who possess:      An ethically and morally responsible vision An understanding of how change occurs and how it can be managed A sensitivity to the complex problems of organizations and an ability to find solutions consistent with their mission Cultural competence and sensitivity to the needs of a diverse population The ability to inspire and motivate people to work toward a common goal The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The study of leadership is central to Augsburg University. The University mission statement says, “Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Leadership Development Model The MAL program promotes leadership as a process that:    Inspires cooperation among people who must compete for limited resources Promotes productivity within and beyond the organization Works toward progress for the individual and the organization To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Learning Goals and Outcomes The MAL program is designed to support students in developing the knowledge and skills to:       Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings Develop a personal understanding and philosophy of leadership Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards Enhance knowledge of self and the capacity to be reflective learners Analyze and navigate increasingly complex changing environments Formulate and articulate a shared vision in order to inspire others to achieve desired goals 43 MAL Courses Each course encourages pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Two Convenient Formats: Classic Classroom and Integrated Hybrid Overview of Classic Classroom Format For nearly 30 years, our classic classroom format has featured a flexible choice model that allows students to select courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Some online work is incorporated into this format. Schedule During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours. Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. A sample class schedule in the classic classroom format: Period I Saturday 8:00 am to 12:00 pm Period II Saturday 1:00 pm to 5:00 pm Period III Weeknights 6:00 pm to 9:45 pm Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats. Most summer semester courses meet on weeknights from 6:00 pm to 9:45 pm rather than on Saturdays. Curriculum Three core courses: ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) 44 Eight electives, selected from more than 20 offerings* *Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are still required to take ML 585 to complete the program. Elective courses for the Classic Classroom format The MAL program requires that eight elective courses be selected from the following course list. All courses are 3 semester credits: ML 510 - Visions of Leadership ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 527 - Spirituality and Leadership in the Workplace ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change ML 538 - Communication Skills for Leadership ML 539 - Communicating a Self in the Modern Organization ML 540 - Political Leadership: Theory and Practice ML 545 - Decision Making and Leadership ML 548 - Coaching and Consulting ML 550 - Communication, Decision Making, and Technology ML 553 - Design and Leadership ML 557 - Language of Leadership ML 560 - Cultural Competence and Effective Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 575 - Constructive Conflict Resolution ML 576 - Leading Innovation ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience ML 598 - Independent Study ML 599 - Topics Overview of Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April (fall and spring semesters) and mid-May through mid-August (summer semester). Coursework will be online and supported by three on-campus class sessions per term. 45 Curriculum *ML 505 - Foundations of Leadership ML 512 - Responsible Leadership for the 21st Century (Intensive) *ML 514 - Evaluating Empirical Research ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 535 - Organization Theory and Leadership ML 553 - Design and Leadership ML 563 - Leadership in a Global Society ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective) *ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) * Core courses offered in the integrated hybrid format (required for all students) A sequenced list of eight electives is prepared for each cohort. In the cohort program, students complete 11 courses, including a capstone course (ML 585). MBA/MAL Dual Degree The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership with the robust demand for business education through our MBA program. The dual degree provides students with the leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they need to thrive in today’s interconnected world. A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA courses and 7 MA in Leadership courses. The following dual degree program requirements must be met. Seven courses are required from MBA courses:  MBA 510 – Applied Managerial Economics  MBA 520 – Accounting for Business Managers  MBA 530 – Managerial Finance  MBA 540 – Business and Professional Ethics  MBA 550 – Marketing Management  MBA 570 – Quantitative Decision Making for Managers  MBA 580 – Management Consulting Project Three core courses are required from MA in Leadership courses with 3 MAL elective courses:  ML 505 – Foundations of Leadership  ML 514 – Evaluating Empirical Research  ML 585 -- Integrating the Theory and Practice of Responsible Leadership  ML Electives (4) Three Focus Area Courses Students will choose one course from each of the focus areas: Focus Area #1: Organizational Development  MBA 545 – Organizational Behavior  ML 535 – Organization Theory and Leadership  Director approved course with organizational development focus 46 Focus Area #2: Global/Multicultural Perspective  MBA 565 – Managing in a Global Environment  ML 560 – Cultural Competence and Effective Leadership  ML 563 – Leadership in a Global Society  Director approved course with global/multicultural focus Focus Area #3: Strategic Leadership  MBA 595 – Strategic Management  ML 574 – Strategic Leadership  Director approved course with strategic leadership focus One Additional Elective Course Elective course may be taken in either MBA or MA in Leadership Program Admission to the Dual Degree Program Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s degree from a regionally accredited four-year college or university. Official transcripts from all post-secondary institutions are required as well as a current résumé and two recommendations. An interview with the program director is also part of the admissions process. Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment entitled the Individual Learning Profile (ILP) which provides a picture of candidate’s math and writing (verbal) competency detailing strengths and areas of improvement. The profile is not an admissions screening instrument and will be used as a platform to develop a skills improvement plan for students should they need it. Earning the dual degree during or after the MBA or MA in Leadership program Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the front of this page. Students may use previously completed application pieces and coursework to help meet these requirements. Returning students may complete an abbreviated application form after consultation with the MBA or ML program director. Upon entering the MBA program, a quantitative online profile assessment must also be taken. This is used as a platform to enhance skills, if needed. Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses. Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL program. Each student’s program will be slightly different based on their prior course selections. Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s program will be slightly different based on their prior course selections. Students in both programs will meet individually with the program directors to determine whether their completed final project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or added to or ask the student to complete another project. These decisions will be made on a case-by-case basis. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MAL courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three courses may count toward an MA in leadership. No more than one course may be double counted in another Augsburg graduate degree program. The normal application process is used for students who wish to pursue the certificate. 47 Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a Saturday and weeknight schedule. Refer to the MAL program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of:       Completed application form Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Professor Stu Stoller. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership Program Admission Requirements Applicants to the program must have:           Bachelor’s degree from a regionally-accredited, four-year college or university Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: Previous college record Letters of recommendation Experience and organizational background Written statement Interview, if requested Application Checklist The following materials must be submitted to the Office of Admissions:  Completed application form 48       $35 non-refundable application fee (waived if online application is used) A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Recommendation letter from an immediate supervisor, assessing leadership potential Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and leadership potential Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Résumé Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation Courses not offered on the letter grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of B. No more than two courses with a grade below B will count toward the degree. No more than two courses with a grade of or below B- can be repeated. In order to graduate, a student must have a cumulative graduate GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for a final course may be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. 49 Accreditation and Affiliation Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg University; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg University. Attorney at Law and Vice President for Wells Fargo Bank (retired). David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. 50 Master of Arts in Nursing and Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg University. Our classes are made up of students representing a dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and engaging transcultural encounters that expand career choices and advance nursing practice. The increasing diversity of our population today challenges all of us to respond to individual health care needs with creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing (MAN) program is designed to prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, interprofessional collaboration and ways to serve persons in a variety of care settings. The post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing (TCN) foundation, the DNP-TCN curriculum embraces integrative health care and holistic nursing practice to maximize health for individuals and communities. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Students design their own scholarly paths defined by their unique gifts, interests, and practice goals. Throughout the DNP-TCN program, there are a range of opportunities for collaboration across cultures, socio-economic strata and care systems. The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner (DNP/FNP) track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Using transcultural nursing as a foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in Rochester, MN, where our learning site is located. Class formats vary: face-to-face, video conferencing or immersions with on-line components. Program faculty and staff are available at both sites and eager to assist students. Joyce P. Miller, DNP, RN Lisa M. VanGetson, DNP, RN, FNP-C, APHN-BC Associate Professor Assistant Professor Chair, Department of Nursing Director, Doctor of Nursing Practice – Director, Master of Arts in Nursing Program Family Nurse Practitioner Program and Doctor of Nursing Practice Program Transcultural Nursing Track 51 Master of Arts in Nursing A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to envision new models of care across practice settings. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in emerging care settings in communities. Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Program Goals Graduates of the Master of Art in Nursing Program are prepared to:    Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying nursing research and theory in advanced nursing practice and leadership roles. Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further graduate study. Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth, lifelong learning, leadership, and vocation of professional service in a global society. Program Outcomes        Students are able to synthesize, integrate, and apply nursing theory and research findings to advance nursing practice within a defined area. Students are prepared to assume leadership roles on inter-professional health care teams to coordinate, implement, and evaluate transcultural models of care. Students will apply transcultural guidelines to advocate for social justice, equity, and culturally competent practice. Scholarly exchange among students and faculty occurs through an open and supportive teaching-learning environment. Students will engage in experiential transcultural learning practica to enhance cultural competence among diverse populations. Faculty are adequately prepared to teach specific content in the master’s program. The curriculum is systematically evaluated and adapted to evolving changes in health care. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) 52 NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care Settings track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. 53 Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Inner City A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England.. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Applicants to the Master of Arts in Nursing program must have:        An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse A current, unencumbered nursing license Evidence of up-to-date immunizations and Health Insurance Portability and Accountability Act (HIPAA) training A Criminal Background check A college level statistics course is required for progression in the program, but is not necessary for admission 54 Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Application components:      A written statement describing professional and educational goals Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Two letters of recommendation addressing the applicant’s character and ability for graduate study Current resume An interview with graduate program faculty and/or staff members may be requested. Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. NUR 523 and NUR 525 meet all Face-to-Face and students are required to drive to Rochester and Minneapolis on a rotating schedule. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. 55 Schedules for Classes Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of working adults. Fall and spring classes meet 6 times per semester for 5 hour periods. Some summer classes may meet weekly for 7-8 hours for 7 weeks and others meet six times per semester. Video conferencing technology using Zoom is used to connect students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester will travel to Minneapolis one time per semester and students from Minneapolis will travel to Rochester one time per semester, with the exception of NUR 523 and NUR 525. If weather is inclement, Zoom technology is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN. Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg University; MA in Nursing, Augsburg University; DNP, Augsburg University. Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota; MA in Nursing, Augsburg University; DNP, Augsburg University. Staff Sharon Wade, Nursing Programs Coordinator. BA, Augsburg University. Linden Gawboy, Nursing Programs Administrative Assistant. 56 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to:    Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Outcomes        Students are able to synthesize, integrate, and apply nursing science with knowledge from other disciplines to design, implement, and evaluate evidence-based practice to improve healthcare outcomes in emerging care settings. Students are prepared to lead interprofessional health care teams in creating and sustaining change at the organizational and policy levels. Students will interpret and employ transcultural advocacy skills to promote health of the global community through local action. Scholarly exchange occurs among students and faculty through an open and supportive teaching-learning environment. Students will translate transcultural learning experiences and knowledge to influence current and future practice issues. Faculty are adequately prepared to teach specific content in the doctoral program. The curriculum is systematically evaluated and adapted to evolving changes in health care. Program Structure The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. 57 Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time, followed by a half-day morning seminar. Other courses are offered in an immersion format of two days of class per semester with three half-day seminars. Some of the classes will incorporate Zoom technology. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing using Zoom technology is used for some of the classes and for distant students. However, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, Zoom technology is used. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows:    1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Seminars Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree. Final DNP Project Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor. 58 For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP-TCN Applicants to the Doctor of Nursing Practice TCN program must have:        An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Evidence of up-to-date immunizations Satisfactory results of a certified federal criminal background check A current Curriculum Vitae Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:     A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health in Membership.” Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Three professional references A successful, personal interview with Augsburg Nursing faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual 59 syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Kristin McHale, Assistant Professor of Nursing, Director of the BSN Program, Rochester. BSN Winona State University, MA in Nursing, Augsburg University; DNP, Augsburg University. Joyce Miller, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg University; MA in Nursing, Augsburg University; DNP, Augsburg University. Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota; MA in Nursing, Augsburg University; DNP, Augsburg University. Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg University. Staff Sharon Wade, Nursing Programs Coordinator, BA, Augsburg University. Linden Gawboy, Nursing Programs Administrative Assistant. 60 Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:      Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Integrate scientific evidence based guidelines into clinical practice. Program Outcomes          Students are able to synthesize, integrate, and apply nursing science with knowledge from other disciplines to design, implement, and evaluate evidence-based practice to improve healthcare outcomes in emerging care settings. Students are prepared to lead interprofessional health care teams in creating and sustaining change at the organizational and policy levels. Students will interpret and employ transcultural advocacy skills to promote health of the global community through local action. Scholarly exchange occurs among students and faculty through an open and supportive teaching-learning environment. Students will translate transcultural learning experiences and knowledge to influence current and future practice issues. Faculty are adequately prepared to teach specific content in the doctoral program. The curriculum is systematically evaluated and adapted to evolving changes in health care. Students are able to assess, treat, and manage disease process in order to promote wellness among patients and families across the lifespan. Students are eligible to apply for certification as a licensed Family Nurse Practitioner upon graduation. Program Structure The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses in the FNP program. 61 Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 83 semester credit hours, including 56 didactic credit hours and 23 clinical credit hours. Didactic A total of 19 didactic courses (56 semester credits) constitute the DNP/FNP program. Didactic classes, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500 level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent morning. Other courses are offered in an immersion format of two days of class per semester with 3 half-day seminars. The FNP courses (final two years of study) are offered on Monday and Tuesday or Thursday and Friday, approximately six times a semester, class time hours will vary from 8 to 12 hours. Web-based assignments are integrated into all classes through Moodle. Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are condensed into seven to fourteen days. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for Healing, 6415 West River Road NW, Rochester, MN. Video conferencing using Zoom technology is used for some of the classes. However, students must be prepared to drive to Rochester and/or Minneapolis for classes. If weather is inclement, Zoom technology is used. Practica (for DNP courses) / Clinicals (for FNP courses) Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty. In a 15-week semester, practicum hours are computed as follows:    1 semester credit hour = 45 clock hours of practicum time per semester 2 semester credit hours = 90 clock hours of practicum time per semester 3 semester credit hours = 135 clock hours of practicum time per semester To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 clinical hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health and 35 clinical for integrative health). As such, all students will register for at least 23 semester credits of practica. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A 62 detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Final DNP/FNP Project Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP Applicants to the Doctor of Nursing Practice FNP program must have:                A completed application form and payment of application fee. An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice (DNP), from a nationally accredited institution and a nationally accredited nursing program. A minimum of five years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or DNP program. Three professional letters of recommendation. A 2-3 page professional essay responding to a posted question on the admission application. Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Successful personal interview with Augsburg Nursing Faculty. Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P). Evidence of up to date immunizations per Department/University requirements Evidence of HIPAA training. Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current as of April 2017 and are subject to change. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent 63 directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. The grading scale in the DNP-FNP courses require students to achieve a grade of a B+. If a student receives a grade of a B or less, the student must petition to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Dawn Kaderabek, Instructor. BSN, Augsburg University; MSN-FNP, Minnesota State University, Mankato. Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. 64 Joyce Miller, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg University; MA in Nursing, Augsburg University; DNP, Augsburg University. Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota; MA in Nursing, Augsburg University; DNP, Augsburg University. Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg University. Staff Sharon Wade, Nursing Programs Coordinator. BA, Augsburg University. Linden Gawboy, Nursing Programs Administrative Assistant. 65 Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. Augsburg MBA students all work on a consulting project with a local business where they apply what they’ve learned in the classroom to a real-world business problem. The Augsburg MBA also provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical decision-making. We encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of the world through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. Our MBA graduates make a difference. We invite you to become part of a growing community of Augsburg MBA alumni. Bruce E. Batten, Ph.D. Director, Master of Business Administration Program MBA Mission - “Prepare Students for Meaningful Work” Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse 66 professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Credit for Prior Learning Up to nine credits may be waived through prior business coursework (with director/faculty approval) or certain professional credentials (with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.  Completion of at least two undergraduate courses covering corresponding Augsburg MBA core course material (See department for Equivalency details).  The most recent of the undergraduate courses was taken within the past five years and a second course within seven years.  A grade of B (or 3.0 on 4 point scale) or higher was earned in any course considered for a course waiver.  Course(s) must be taken at an approved, regionally-accredited institution.  Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Academic Calendar The Augsburg MBA is designed as a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either of these courses: MBA 565 - Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), lodging, and travel in-country, as well as some meals. Program Requirements The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction per week through a web-based electronic course management system. A total of 14 courses are required for the Augsburg MBA. There are 12 required courses and 2 electives. MBA Program Sequence Semester 1: 67 MBA 592 - Leadership: Ethics, Vision and Transformation MBA 545 - Organizational Behavior Semester 2: MBA 540 - Business and Professional Ethics MBA 560 - Communication Issues in Management Semester 3: MBA 570 - Quantitative Decision-Making for Managers MBA 520 - Accounting for Business Managers Semester 4: MBA 530 - Managerial Finance MBA 510 - Applied Managerial Economics Semester 5: MBA 550 - Marketing Management MBA 595 - Strategic Management Semester 6: MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Elective 1 Semester 7: MBA 580 - Management Consulting Project (begins in semester 6) Elective 2 Electives Students are required to take two electives. For the general MBA, students may take any two additional MBA, MBC, or MAL courses. Students electing to complete a concentration in either Finance or Leadership will complete their electives in the concentration. Finance Concentration MBC 532 - Investment Theory and Portfolio Management MBC 535 - International Finance Leadership Concentration Any two MAL electives from the Master of Arts in Leadership program Student Learning Experience Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation. SLE 2 is embedded across the MBA curriculum. SLE 3 is a single course, MBA 580 Management Consulting Project. For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. 68 Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have:    Bachelor’s degree from a regionally-accredited four-year institution Minimum of two years of relevant work experience Personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissions:        Completed application—Apply online at www.augsburg.edu/mba $35 application fee Two personal statements Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Current résumé of work history Two confidential letters of recommendation MBA Math (optional for admission; passing score required for some courses) Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an 69 Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale, with the exception of MBA580, which is pass/no pass only. For complete information on grading and evaluation, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following:    Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting, economics, finance, statistics, and spreadsheets Successful completion of MBA courses with a grade of B or above No more than two courses with a grade of B- or below, and with a cumulative GPA of 3.0 or higher at the completion of the program MBA Faculty Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Associate Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University. George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Phyllis Kapetanakis, Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. 70 Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. 71 Master of Fine Arts in Creative Writing MFA Mission The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed for those who wish to deepen and broaden their artistic sensibilities, discover a close-knit community of fellow writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the future of creative writing. Program Overview Summer Residencies The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis, offering daily workshops, readings, and panels that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary entrepreneurs. Fall and Spring Semesters The first two residencies are followed each year by fall and spring off-campus semesters. During those terms, students work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in one Mentorship section and one section of Critical and Creative Reading. Although MFA learning objectives call for demonstrated expertise in at least one genre by graduation, twenty-first century writers compose their work in an environment in which genre has permeable boundaries and lines between genres are often erased. With this in mind, cross-genre work will be encouraged, with students working in a genre other than the declared specialty, usually during the second off-campus semester. Owing to a revision in the curriculum, those students beginning the program in Summer of 2016 will take a combined mentorship and reading course during each fall and spring semester. During their final year of long-distance study, they will also take two two-unit courses: in one they will write a paper on some element of the craft of writing; in the other they will work on and complete their thesis. Semester Mentorships The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as a writer. Critical and Creative Reading in an Online Classroom This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers, considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online classroom offers an opportunity to continue conversations begun during the residency with members of the MFA community. Genres and Concentrations Genres include Fiction, Creative Nonfiction, Poetry, Screenwriting and Playwriting. The program also includes concentrations in teaching, translation, and publishing. Concentrations require additional coursework. With the program director’s consent, students may enroll in concentration courses simultaneously with MFA studies. Candidates enrolled in the publishing concentration will be the staff of the publishing house Howling Bird Press and will select and publish one book each year. The book prize is open to submissions nationally. 72 Plan of Study Students may select a completion plan for the MFA:      The Traditional plan. Students choose one genre as the designated field of study but areis encouraged to work outside the designated field of study for one term. Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students completing at least five mentored and reading terms instead of the standard four. At least four of these terms should be used to study the student’s declared genre. Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option has students completing at least five mentored and reading terms, including three in the student’s primary declared genre and two in a different genre. Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for a single residency or semester of study — or longer. Students seeking this option should contact the program director, as his approval is required. Career Concentration. Designed for students who wish to better prepare themselves for the job market, this option allows students to enroll in electives in teaching, translation and/or publishing. This work is completed alongside a traditional or extended/mixed genre course of study, or pursued immediately after completing the MFA. Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota Augsburg’s Traditional MFA in Creative Writing can be completed in eleven courses (three summer residencies and four off-campus electronic semesters of two courses each). Those students beginning summer of 2016 can complete the program in nine courses (three summer residencies, four long-distance mentorship and reading courses, a craft paper course, and a thesis course.) A typical plan of study in the Traditional Low-Residency MFA, will work like this: First Year Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester I, a combined Mentorship studio and Creative and Critical Reading course. Spring Semester I, a combined Mentorship studio and Creative and Critical Reading course (generally the “out-ofgenre” term). Second Year Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester II, a combined Mentorship studio and Creative and Critical Reading course and a craft paper course. Students complete a craft paper at this point. Spring Semester II, a combined Mentorship studio and Creative and Critical Reading course and a thesis units course. This is the semester during which students complete a thesis and prepare a lecture/presentation for their final residency. Third Year – Residency Only Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating MFA candidates. Graduates give a public lecture/presentation and a reading from thesis work. Ten days on the Minneapolis campus, with assignments before and after residency. 73 Coursework: ENL 531 Residency in Creative Writing: Fiction ENL 532 Residency in Creative Writing: Nonfiction ENL 533 Residency in Creative Writing: Poetry ENL 534 Residency in Creative Writing: Screenwriting ENL 535 Residency in Creative Writing: Playwriting ENL 536 Residency in Creative Writing: Multi-Genre ENL 541 Mentorship and Critical and Creative Reading: Fiction ENL 542 Mentorship and Critical and Creative Reading: Nonfiction ENL 543 Mentorship and Critical and Creative Reading: Poetry ENL 544 Mentorship and Critical and Creative Reading: Screenwriting ENL 545 Mentorship and Critical and Creative Reading: Playwriting ENL 546 Mentorship and Critical and Creative Reading: Multi-Genre ENL 547 Craft Paper: Fiction ENL 548 Craft Paper: Nonfiction ENL 549 Craft Paper: Poetry ENL 550 Craft Paper: Screenwriting ENL 551 Craft Paper: Playwriting ENL 552 Craft Paper: Multi-Genre ENL 553 Thesis: Fiction ENL 554 Thesis: Nonfiction ENL 555 Thesis: Poetry ENL 556 Thesis: Screenwriting ENL 557 Thesis: Playwriting ENL 558 Thesis: Multi-Genre ENL 561 Mentorship and Critical and Creative Reading - Half-time: Fiction ENL 562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction ENL 563 Mentorship and Critical and Creative Reading - Half-time: Poetry ENL 564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting ENL 565 Mentorship and Critical and Creative Reading - Half-time: Playwriting ENL 566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre Concentrations: ENL 525 - Teaching Writing: Practice and Theory ENL 526 - Literary Translation Practicum ENL 527 - Publishing I ENL 528 - Publishing II For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include  Completed online application  One letter of recommendation  A personal essay 74   Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. A writing sample: o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script/playwriting format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit To earn the MFA, candidates must complete 44 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). The residencies and the combined mentorship and critical and creative reading courses carry six semester credits. Craft paper and thesis courses carry two semester credits. To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or 48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and 75 qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at B or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions. Affiliation The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals, and Memberships section. Mentor Faculty James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of Nebraska, Lincoln. Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Cass Dalglish, Professor of English, MFA Mentor. BA, Spanish Language and Literature, St. Catherine University; MFA, Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The Union Institute and University. Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative Writing and Native American Literature, The Union Institute and University. Jack El-Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College. Neal Karlen, MFA Mentor. BA, Brown University; MA, University of Minnesota. Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin. Christina Lazaridi, MFA Mentor. BA, Princeton University; MFA, Screenwriting, Columbia University. 76 Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas, Austin. Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina, Chapel Hill (anticipated). Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis, Minnesota State University-Mankato. Faculty Associates Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota. D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown University. Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Pomona College; PhD, Cornell University. John Schmit, Professor of English, Academic Writing and Teaching Faculty. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Frankie Shackelford, Professor Emerita, Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Texas Christian University; PhD, University of Texas. Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University of Minnesota. Visiting Writers Ed Bok Lee, Poetry Sue William Silverman, Creative Nonfiction Ben Percy, Fiction Alex Lemon, Poetry and Memoir Deborah Blum, Creative Nonfiction Pam Houston, Fiction Kristoffer Diaz, Playwriting Bill Wheeler, Screenwriting Carson Kreitzer, Playwriting Kenneth Rance, Screenwriting Helene Wecker, Fiction Staff Kathleen Matthews, Administrative Assistant 77 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique learning experiences that allow them to discover and realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands of healthcare. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program with core music therapy courses, courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 – Thesis or Final Project (2 credits) Music Therapy Electives– 12 credits MUS 550 - Music Psychotherapy (2 credits) MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery (2 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (2 credits) MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience) MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience) MUS 585 - Advanced Music Therapy Group Work (3 credits) MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits) Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by program director.  Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. 78  Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is 64 credits plus the clinical internship and is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 372 - Psychological Foundations of Music I (4 credits) MUS 374 - Music Therapy Practicum (0 credits) MUS 375 - Music Therapy Practicum (0 credits) BIO 103 - Human Anatomy & Physiology (4 credits) PSY 105 - Principles of Psychology (4 credits) PSY 203 - Lifespan Development (4 credits) PSY 262 - Abnormal Psychology (4 credits) The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and Equivalency Plus), as well as the course listed below. MUS 101 Materials of Music I (2 credits) MUS 111 Aural Skills I (2 credits) MUP xxx Primary Lessons (minimum 4 semesters needed) MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed) MUS 102 Materials of Music II (2 credits) MUS 112 Aural Skills II (2 credits) MUS 201 Materials of Music III (2 credits) MUS 211 Aural Skills III (2 credits) MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) MUS 232 History and Literature of Music, 1750 to Present (4 credits) Plan of Study There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy. They follow the master of music therapy track. The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track. The third is for individuals that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track. Admission to MMT      Online Application Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification An Audition (this can be taped or live) ten to fifteen minutes of your best instrument(s). 79     Essay-(can be submitted as part of the online application) no longer than three pages addressing the following questions. Describe your goals as a music therapist and how an MMT degree will help you reach those goals. Tell about a moment that helped encourage you to begin a career in music therapy. As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life? Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg University Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation Augsburg is regionally accredited by: The Higher Learning Commission National Council for the Accreditation of Teacher Education (NCATE) The Master of Music Therapy Program is accredited by: National Association Schools of Music (NASM) American Music Therapy Association (AMTA) MMT Faculty Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME-MT, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. 80 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg University Department of Physician Assistant Studies is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg University. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be Spring 2019. About PA As defined by the American Academy of Physician Assistants: “PAs are health professionals licensed or, in the case of those employed by the federal government, credentialed to practice medicine in association with designated collaborating physicians. PAs are qualified by graduation from an accredited PA educational program and/or certification by the National Commission on Certification of Physician Assistants ... Within the physician-PA relationship, PAs provide patient-centered medical care services as a member of a healthcare team. PAs practice with defined levels of autonomy and exercise independent medical decision making within their scope of practice.” In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a delegation agreement with a licensed physician. Curriculum The Physician Assistant program at Augsburg is 28 months long with studies beginning each year in the summer semester (late May or early June). The program accepts up to 30 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. Approximately 16 months of the program is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. The academic phase of the program also includes development of practical skills through the use of case studies, simulated patients, and technical skills workshops (i.e. suturing, casting/splinting). The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and a variety of practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, behavioral health, emergency medicine, internal medicine, surgery, and two elective rotations by choosing from various specialties. The clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills and potentially place them in a setting that might be interested in recruiting a graduate PA. Clinical instructors include Physicians, Physician Assistants and other health care providers. 81 A student will be required to complete the clinical phase at site(s) determined by the Program to provide the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN and other cities in the 5 state area. The Augsburg PA program includes time away from the program at varying times which may or may not differ from the traditional breaks at Augsburg University; these breaks contribute to the overall 28 month length of the program. PA Program Sample Calendar YEAR 1 Summer PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 511 - History and Physical Exam Skills I PA 521 - Pharmacotherapy I PA 531 - Clinical Medicine I PA 542 - Professional Issues PA 546 - Clinical Practice Seminar I Spring PA 512 - History and Physical Exam Skills II PA 522 - Pharmacotherapy II PA 532 - Clinical Medicine II PA 547 - Clinical Practice Seminar II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III PA 545 - Clinical Phase Transition Master’s Project course, one of the following*: PA 599 - Directed Study ML 577 - International Experience Fall PA 6XX - Clinical Rotations 1, 2, 3 Spring PA 6XX - Clinical Rotations 4, 5, 6 YEAR 3 Summer PA 6XX - Clinical Rotations 7, 8 PA 62X - Preceptorship PA 690 - Capstone *Other program-approved options may be available For a complete list of courses and descriptions, see the Course Description Search. 82 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Qualified applicants will have:     Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application Minimum science GPA of 3.0 as calculated by CASPA at the time of application Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C or higher. Meeting minimum prerequisites does not guarantee admission into the program.       One full course of psychology One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of statistics One course of medical terminology *Labs are recommended but not required. The following are strongly recommended but not required:     Direct patient care is the best type of experience to obtain in order to strengthen an application. We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider. Demonstration of a commitment to, and involvement with, underserved communities Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org. 83 You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your degree status. Additional Application Details: The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. We strongly recommend that one be from an employer/colleague (a professional reference), one letter be from a professor or adviser (an academic reference), and the third from a person of your choice. Be sure that your letter writers are able to tell the committee about you as well as his/her experiences with you and observations about you. Your Supplemental Application must be submitted electronically on or before August 1 in order to be considered. We use the CASPA “Complete Date” to determine if you have met the application deadline of August 1. The “Complete Date” on your application must be August 1 or prior in order to be considered meeting the deadline. CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.” Your GPA (cumulative and science) is set at the time of your CASPA submission. The Augsburg PA Program will not recalculate GPAs as additional coursework is completed post CASPA submission. We will request grade reports for your prerequisite courses and add them to your file as they are completed, but your official GPA, as calculated by CASPA, will be the GPA of record for your application. Selection Process Competitive files will be reviewed by the admissions committee. The selection committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the program goals and mission, and recommendation letters. As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted during the months of October, November, and January. Candidates come to campus to meet program faculty, staff and current students, and to view the facilities. As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months of October and May. A list of alternates will be selected in January to fill seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February. Accepted candidates must complete and pass a background check prior to matriculation and annually through the program. Failure of the background check may result in dismissal from the program. Academic Policies Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here. Technical Standards The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by the Physician Assistant Studies Department at Augsburg University must have, with or without reasonable accommodation, multiple abilities and skills including: perception/observation, communication, motor/tactile function, cognition and professionalism. 84 Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. Perception/observation Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:           Small group discussions and presentations Large-group lectures One-on-one interactions, Demonstrations (physical exam maneuvers) Laboratory experiments (cadaver dissection) Patient encounters (at a distance and close at hand) Diagnostic findings (EKGs, laboratory results, x-rays and ultrasound) Procedures (suturing, casting/splinting, IV access)) Written material (powerpoints, textbooks, and readings) Audiovisual material (slides, medical videos) Communication Students must be able to skillfully communicate (in English) verbally and in written form with faculty members, other members of the healthcare team, patients, families, and other students, in order to:       Elicit information Convey information Clarify information Create rapport Develop therapeutic relationships Demonstrate competencies Motor/tactile function Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and to:         Attend (and participate in) classes, groups, and activities which are part of the curriculum Communicate in a written format Examine patients (including observation, auscultation, palpation, percussion, and other diagnostic maneuvers) Do basic laboratory procedures and tests Perform diagnostic procedures Provide general and emergency patient care (airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding) Function in outpatient, inpatient, and surgical venues (standing and actively assisting the surgical team) Perform in a reasonably independent and competent way in sometimes stressful clinical environments Cognition Students must be able to demonstrate higher-level cognitive abilities, which include:        Rational thought Measurement Calculation Visual-spatial comprehension Conceptualization Analysis Synthesis 85        Organization Representation (oral, written, diagrammatic, three dimensional) Memory Application Clinical reasoning Ethical reasoning Sound judgment Professionalism Students must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In summary, PA students must be able to:       Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and dedication Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients Develop mature, sensitive, and effective relationships, not only with patients but with all members of the Augsburg community and healthcare teams Tolerate physically, emotionally, and mentally demanding workloads Function effectively under stress, and proactively make use of available resources to help maintain both physical and mental health Take responsibility for themselves and their behaviors Documentation of a Disability The Augsburg University Department of Physician Assistant Studies is pledged to the admission and matriculation of qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the basis of race, color, national origin, religion, sex, age or disability. Regarding disabled individuals, the Physician Assistant Studies department will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet certain minimal technical standards. All Augsburg students have been accepted by the college based on their ability to succeed academically and are required to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and accommodations to students with disabilities or temporary conditions. Accessing accommodations is an ongoing and interactive process where information can be gathered from the student and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We prefer students to present any documentation that describes their disability and the impact on educational experiences and in the educational environment early in the process. Each student’s requests will be evaluated on an individual basis. The purpose of documentation is to assist in providing information and understanding about how the courses or facilities might present barriers and to what degree the disability affects the student, and to plan for accommodations to facilitate access. Some Examples of Disabilities       Attention-Deficit/Hyperactivity Disorder (ADHD/ADD) Learning Disabilities Psychiatric Disabilities Autism Spectrum Disorders Head Injury/Traumatic Brain Injury Physical Disabilities and Systemic Illnesses 86     Deafness/Hearing Impairment Blindness/Low Vision Disabilities that are sporadic or degenerative in nature Temporary conditions The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical phase. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. For information on withdrawal, see the Academic Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the Program Director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. For the full readmission policy and reapplication process, please contact the program. Advanced Placement The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial. PA Program Faculty Beth Alexander, Associate Professor; PharmD, University of Minnesota. Eric Barth, Assistant Professor; BS and PA Certificate, Trevecca Nazarene University; MPAS, PA-C, University of Nebraska. Stephanie Elko, Director of Clinical Education; MPAS, PA-C University of New England. 87 Jenny Kluznik, Assistant Professor and Academic Coordinator; MPH, George Washington University; MPAS, PA-C, Augsburg University. Holly Levine, Assistant Professor; MD, Loyola University Chicago Stritch School of Medicine. Skye Peltier, Instructor; MPH, University of Minnesota; MPAS, PA-C, Augsburg University. Alicia Quella, Program Director, Clinical Associate Professor; PhD, PA-C, University of Iowa. Meredith Wold, Instructor; MPAS, PA-C, Augsburg University. 88 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission is to develop social work professionals for advanced practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will:         Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog. 89 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on campus in a summer term (May-June), with the expectation that students engage in hybrid learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. 90 Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, students study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the time their application to the program. Students also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, students deepen their knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques. In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to their chosen concentration and is completed concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social workers must actively seek equality and justice for clients within agencies, institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice. Similar to the MCCP concentration, it is important to address macro level social work practice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development, Policy and Administration) responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students 91 learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. Portfolio or Summative Evaluation Project  Portfolio Project (MCCP students)  The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references.  Summative Evaluation Project (MCMP students)  All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following:       Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW, there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. 92 MSW Course Requirements Foundation Courses FALL SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 506 - Practice Methods and Skills 2: Groups and Families* SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies* SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only) SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP) SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals SWK 629 - Multicultural Clinical Practice (MCCP) with Families SPRING SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP) SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice SWK 631 - Multicultural Clinical Practice (MCCP) with Groups SUMMER 1 SWK 634 - Multicultural Clinical Practice (MCCP) Supervision SWK 639 - Multicultural Clinical Practice (MCCP) Elective SWK 640 - Multicultural Clinical Practice (MCCP) Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP) SWK 660 – Multicultural Macro Practice (MCMP) Research Methods SWK 667 - Organizations/Social Administrative Practice 1 SPRING 93 SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP) SWK 668 - Organizations/Social Administrative Practice 2 SWK 670 - Multicultural Macro Practice Policy SUMMER SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 – Multicultural Macro Practice (MCMP) Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. SWK 699 General Elective Students in both concentrations complete at least one general elective course. The following are examples of elective offerings that rotate each year:      Trauma, Theory, and Treatment in Multicultural Clinical Practice Cognitive Behavioral Therapy in Social Work Clinical Practice Spirituality and Social Work Practice Empowerment of Services Users in Mental Health Children’s Mental Health We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Singapore, China, and Hong Kong) Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes:        Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP) settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components:   Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the 94   foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved clinical and community practice field sites includes agencies in the following areas of practice:                          Family and children Child welfare Mental health Crisis intervention Senior resources Family social policy Health and human services Corrections and probation Public and independent schools Youth services Hospitals Developmental disabilities American Indian family services Chronic and persistent mental illness Chemical dependency Court services Immigrant, migrant, refugee services Victims of torture Faith-based social services Neighborhood services Legislation advocacy Housing services Employment services Community organizing Research centers 95 Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum  Foundation or advanced standing coursework  Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience  The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project.  Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002  For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. Admission to MSW The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. 96 Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements  Bachelor’s degree from a regionally-accredited college or university  Cumulative undergraduate GPA of 3.0 or higher  Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101.         Completed application form Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their MSW degree from Augsburg University. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a waiver. 97 Academic Policies Academic Achievement Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the student may be dismissed from the program. Students are retained in the program who can:     Maintain expected grade point average (3.00 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW program Moodle page. The MSW Field Manual may be requested from the MSW Field Coordinator or MSW program staff. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook. Program Costs In addition to tuition fees, MSW students may expect to a pay a facilities fee and a field program fee. Students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term study abroad electives. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com 98 www.cswe.org www.gradschools.com www.mnssa.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.studentaid.ed.gov Examples of Social Work Graduate Scholarships  Carl A. Scott Book Scholarship  Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org).  Gosnell Scholarship Funds  Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org).  Vern Lyons Scholarship  One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org).  American Board of Examiners in Clinical Social Work  Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org).  MSSA Diversity Educational Scholarship  One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org).  Marjorie J. Carpenter Scholarship  One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500.        Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemnig Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per semester. This would apply to all semesters of the MSW program. Contact the Enrollment Center for more information. 99 Augsburg Partnership Grant The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to receive a 10% tuition discount. If a student enrolls in an Employer Tuition Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines:       Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department Encourage constructive dialogue among students, faculty, and department and University administrators Make recommendations to the department regarding program improvements Receive and give feedback on expectations of faculty, students, and the University Plan and coordinate MSW student events, lectures, discussions Organize social action projects MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Nishesh Chalise, Assistant Professor of Social Work, BS, Environmental Sciences, Kathmandu University, Nepal; MSW, Brown School, Washington University; PhD, Brown School, Washington University. Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, BSW Field Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Bibiana Koh, Assistant Professor of Social Work, BSW Program Director. BA, Hartwick College; MA, Columbia University; MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Nancy Rodenborg, Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. 100 Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Visiting Faculty Susan Conlin, LICSW, Paula Watts Zehringer MSW Staff Doran Edwards, BSW Program Assistant Director Emily Glynn, MSW Program Coordinator Lydia Madden, Social Work Department Coordinator & MSW Field Assistant 101 Augsburg University Board of Regents For more details, go to www.augsburg.edu/about/leadership/regents. Andra Adolfson Ann B. Ashton-Piper Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Nicholas C. Gangestad ‘86 Amit K. Ghosh ‘12 M.B.A., M.D. Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Rev. Marlene Whiterabbit Helgemo Bishop Richard N. Hoyme, ex-officio Diane L. Jacobson, Ph.D. Rev. Rolf A. Jacobson, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. Steven E. Larson ’71, M.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D. Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Rachel Pringnitz ‘02, ‘07 M.B.A. Earl W. Sethre ‘68 Dean A. Sundquist ‘81 Bishop Ann M. Svennungsen, ex-officio Jill N. Thomas, J.D. Rev. David L. Tiede, Ph.D. Vicki L. Turnquist Rev. Norman W. Wahl ’76, D.Min. Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member Noya Woodrich, ‘92, ‘94 M.S.W. ELCA Vocation and Education Program Unit Executive Director Rev. Stephen Bouman, D.Min. Program Director for Colleges and Universities Rev. Mark N. Wilhelm, Ph.D. 102
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Title: Augsburg University Graduate Catalog, 2021-2022
Collection: Course Catalogs
Search Result: 2021–22 GRADUATE CATALOG Introduction Graduate Catalog 2021-2022 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies an...
Show more 2021–22 GRADUATE CATALOG Introduction Graduate Catalog 2021-2022 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2021 - Summer Semester 2022. It is subject to change without notice. The catalog is intended to complement other University publications including the Student Guide and University website. It is important for students to be familiar with all University policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2021 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative writing, education, leadership, nursing, physician assistant studies, and social work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow, PhD President 2 Welcome from the Provost and Senior Vice President of Academic and Student Affairs Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and equip themselves for the next stage in their vocational journeys. When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement, preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our locations— whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science, Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are prepared not only for their first job but for mid- and late-career success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities in the future. We’re delighted that you’ll be joining us. Sincerely, Karen Kaivola Provost and Senior Vice President of Academic and Student Affairs 3 About Augsburg University At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. A Rochester, Minnesota, campus was added in 2002. A short history of Augsburg University can be found at augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed: ● ● ● Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: ● ● ● ● ● ● ● ● ● ● ● Master of Arts in Education Master of Arts in Teaching Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner) Doctor of Psychology in Clinical Psychology 4 Augsburg offers the following dual degrees: ● ● ● Bachelor of Arts in Accounting and Master of Arts in Leadership Master of Arts in Leadership and Master of Business Administration Master of Social Work and Master of Business Administration A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all university facilities – whether a student in Minneapolis, Rochester, or one of Augsburg’s international locations – and to participate in university activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota-Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. Rochester Learning Site Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice. The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904. Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. Abroad Locations Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admission Office—The Office of Admission is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and 7 intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses the department of Nursing and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg University is accredited by: ● ● ● ● ● ● The Higher Learning Commission (HLC) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees) Council on Social Work Education (CSWE) (Bachelor, and Master level degrees) American Music Therapy Association (AMTA) (Bachelor, and Master level degrees) National Association of Schools of Music (NASM) Augsburg’s programs are approved or monitored by: ● ● ● ● ● American Chemical Society (ACS) Accreditation Council for Business Schools and Programs (ACBSP) Minnesota Board of Teaching Minnesota Board of Nursing Minnesota Office of Higher Education (MOHE) Augsburg University is an institutional member of: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 9 Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the University, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) Title IX Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development, implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX complaint process as well as identifying and addressing any patterns or systemic problems that arise. For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The University will respond in a reasonable time, but no later than 45 days after receiving the request. 10 Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information 11 Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University Graduate Programs follows the terms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Student Rights The University has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. 12 Admission All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. An admissions representative is available to assist interested applicants complete any portion of their application. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Readmission Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the University must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Non-degree Students Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. Some graduate programs have additional requirements beyond those listed here. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States may need to submit a copy of a foreign credential evaluation from World Education Services (WES), a member of the National Association of Credential Evaluators (NACES), or an equivalent service that performs a foreign credit evaluation in order to confirm it is equivalent to a United States bachelor’s degree or greater. To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg University degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application and official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. 13 International Students Augsburg University graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: ● ● If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg University accepts as evidence for English proficiency. ● ● ● ● Test of English as a Foreign Language (TOEFL) o Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg University TOEFL code is 6014.) International English Language Testing System (IELTS) o Score report of 6.5. Michigan English Test (MET) o Score report of 64 or higher, and report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: ● ● ● ● ● ● Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree Verification that the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. 14 Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time. Exception exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details. Tuition and Fees ● ● ● ● ● ● ● ● ● ● Doctor of Nursing Practice (DNP) Doctor of Psychology (PSYD) Master of Arts in Nursing (MAN) Master’s-level Education (MAE/MAT) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $979 per 1.0 credit $1162 per 1.0 credit + $40 program fee $778 per 1.0 credit $522 per 1.0 credit $814 per 1.0 credit $737 per 1.0 credit $733 per 1.0 credit $623 per 1.0 credit $925 per 1.0 credit $866 per 1.0 credit Tuition Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. 16 Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The University cooperates with federal, state, church, and private agencies in providing various aid programs. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financialaid/graduate-financial-aid/. Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. ● ● Federal Unsubsidized Direct Student Loan Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). 17 ● ● Federal Graduate Loan Program (PLUS) Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress ● ● ● Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the entire academic record. Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits. Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program (varies per program). Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). 18 Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on Financial Aid Suspension and are no longer eligible for financial aid. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a 19 cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Financial Policy Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in the case of student loan funds administered by the University (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. 20 Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the University, the withdrawal date will be the last date of academic activity determined by the University. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. Unsubsidized Direct Loan 2. Direct Graduate PLUS Loans 3. TEACH Grant Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The University will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial 21 Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Due to Drug Offense A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. 22 A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: ● ● ● ● The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 23 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Services Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student 24 machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. International Student and Scholar Services (ISSS) ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO) for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status, as well as providing support for international students in adjusting to life in the U.S. and in achieving their academic goals. Examples of ISSS responsibilities include: ● ● ● ● Advising students in all areas related to F and J immigration regulations Advocating on policy matters affecting international students Advising the International Student Organization Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 25 Academic Policies and Procedures Academic Calendars All graduate programs meet on a semester calendar. The Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The University and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As a University requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide). Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed from traditional (A - F) to Pass/No Credit. Explanation of grades: Grade A AB+ B Grade Points 4.00 3.67 3.33 3.00 BC+ C CD+ D DF P N 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0.00 0.00 0.00 Description Excellent Undergraduate: Good Graduate: Satisfactory Undergraduate only: Satisfactory Poor Failure Pass* No Pass *The letter equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate courses. Pass/No Pass Grades In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass grading system. 26 Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve at least a grade of B. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact your instructor for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term (including summer) in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes an F. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. 27 Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol P S N V W I X IP R GRT L NG Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work Satisfactory No pass, no credit Audit, no credit Withdrawn Incomplete Extension, incomplete In progress Repeat Credit granted Required lab component (a credit-bearing grade was earned in the corresponding lecture course) Not graded, no credit Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the University and program. Students who are readmitted may need to complete additional coursework 28 and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the University, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the University and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: ● ● ● Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg University. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the PsyD student manual for the Academic Warning and Reasons for Dismissal Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the University. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the University’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was 29 received by the Dean of Professional Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The Dean of Professional Studies will send a copy of the program’s response to the student. The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study Registration form is required. Term Off Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is: ● ● ● ● ● ● ● Master of Arts in Education (6) Master of Arts in Teaching (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) 30 ● ● ● ● Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Doctor of Psychology (30) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. 31 Doctor of Psychology (PsyD) The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train students in the major aspects of clinical practice. To help to ensure that students are prepared adequately, the curriculum integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and roles. The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be in psychology, some psychology courses are required (as foundation courses), and some experience in psychological services is desirable. The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all graduate students. Some of these required courses cover the major theories of historical and modern psychology and their application in current practice; the stages of the developmental process, and the basis for behavior; psychopathology; and a series of courses dealing with the administration and interpretation of various forms of assessment, basic intervention skills and various theory and therapy approaches. Students are also required to participate in two years of practicum field experience in assessment and psychotherapy and the seminar that accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the doctoral degree. Included among the basic objectives of the PsyD program are the following: ● ● ● ● ● Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an individual, family, or group basis Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into their clinical approach Assisting practitioners to assume leadership positions within the healthcare delivery system Training psychologists to work with professionals from other disciplines as part of an effectively functioning healthcare team Preparing practitioners to evaluate and use clinical research applications of psychology Program Aims and Competencies The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and supervision. Interpersonal and multicultural competency are foundational elements of our program. 32 Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation, assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework requirements for licensure as a psychologist in the state of Minnesota. Program Competencies The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology program. 1. Students will demonstrate competency in research, including knowledge of research and quantitative methods as well as psychometrics 2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical manner 3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical and empirical knowledge base and the ability to apply it 4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and an openness to supervision and feedback 5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains 6. Students will demonstrate effective interpersonal skills in professional interactions and relationships 7. Students will demonstrate competency in assessment, including the ability to administer and interpret psychological tests and apply knowledge of strengths and psychopathology to the assessment process 8. Students will demonstrate competency in intervention, including developing and applying evidence-based treatment plans, and evaluating treatment effectiveness 9. Students will evidence knowledge of supervision models and practices 10. Students will evidence knowledge of consultation models and practices, and demonstrate interprofessional/interdisciplinary skills 11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive, developmental, and social aspects of behavior; and the history and systems of psychology Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree programs is accredited, inactive by the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the Augsburg University/Argosy Teach-out accredited, inactive program. For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. The program has also applied for accreditation on contingency status with APA for newly admitted students, and this application is currently under review. The Program is not currently APA accredited for newly admitted students who were not previously enrolled in Argosy University programs. Questions related to the program’s APA accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE, Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation 33 Matriculation through the PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national licensure examination and generally to meet licensure requirements in the state of Minnesota. Licensure requirements and standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to examine the requirements of the specific state in which they plan to practice. State licensure requirements may be obtained from: Association of State and Provincial Psychology Boards P.O. Box 4389 Montgomery, Alabama 36103 332.832.4580 www.asppb.org Academic Requirements and Policies Graduation Requirements Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be responsible for completing the program requirements that are in effect at the time of their admission. The school retains the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible for graduation, students must meet the following requirements. ● ● ● ● ● ● ● ● ● The satisfactory completion of 98 semester credit hours. The total credit hours must include: o 69 credit hours of core courses o 2 credit hours of Professionalization Group o 12 credit hours (two years) of practicum and practicum seminar groups o A minimum of 9 credit hours of general electives o 6 credit hours of Clinical Research Project Successful completion of the Comprehensive Examination no later than the beginning of the fifth year Successful completion of all sections of the Clinical Competency Evaluation (CCE) Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months Successful completion of the Clinical Research Project GPA of at least 3.00 (B average) Completion of these requirements within seven years of matriculation into the program A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar. The Clinical Research Project is approved by all committee members as final, and submitted and accepted into IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month following meeting this requirement, assuming the internship final evaluation has been received earlier. All courses other than electives are considered core courses. Students are required to retake a core course if they receive a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or better. Additional Requirements for Academic Progress for the PsyD Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete the program within seven years after matriculation, with the practica completed by the end of the fourth year. Students are required to be in full-time residence in the program for a minimum of one academic year of pre-internship enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including two years of practicum training that typically occurs during the second and the third academic years. Students are expected to maintain full-time enrollment in the program until all course requirements have been completed. The continuous registration policy will be enforced for all students who have completed all coursework except for the Clinical Research Project. Such students must be continuously enrolled for 1 credit hour of Clinical Research Project until the paper has been successfully completed and a grade has been submitted. 34 Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a short period of time. Additional requirements for academic progress are described in the Student Handbook. Clinical Training Overview Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical training, Clinical Psychology program students are expected to possess effective assessment and intervention skills, demonstrate cultural competence, relational competence, and practice in an ethical manner. During their clinical training, students advance through progressively challenging levels of training. At each level, a student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate competency in specific clinical tasks. Practicum and Practicum Seminar Requirements Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum Seminar eligibility and requirements may be found in the Student Handbook. Clinical Competency Evaluation (CCE) Requirements The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and clinical practice. Detailed requirements for the CCE are contained in the Student Handbook. Comprehensive Examination Requirements Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical psychologist. The Comprehensive Examination covers material from required courses and training activities during the first three years of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the Student Handbook. Clinical Research Project Requirements The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a committee of faculty members who will review the material and make recommendations and suggestions. Detailed requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student Handbook. Internship Requirements The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD coursework is finished. The Director of Clinical Training helps students identify an appropriate location for internship and prepare the documentation necessary for internship application. During the course of the internship, the Training 35 Department continues to monitor the progress of the student and maintain contact with the student and his or her supervisor. While an internship may be a paid position, the internship site may not be the student’s regular or prior place of employment. The internship must be completed within the overall seven-year time limit for completing the doctoral degree program. Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24 months are possible. Since the needs of students differ during the internship process, all internship sites must receive the approval of the training staff. A student may not apply for an internship without the approval of the Director of Training. All internship applications must be approved by the Director of Training. Detailed requirements for internship are described in the Student Handbook. Additional Academic Standards and Student Evaluation Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional, psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required to conform to ethical standards which govern the behavior of professional psychologists. Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD Program) Students who have completed graduate coursework at another institution may petition the program director(s) for transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses). Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. For teachout students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will generally be transferred to Augsburg in full, provided grade minimum and other course requirements were met both at Argosy and at Augsburg. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do not count towards the total number of transfer credits allowed when transferring to Augsburg from an institution other than Argosy’s PsyD Clinical Psychology program. Criteria for Academic Warning and Program Dismissal The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be dismissed from the PsyD programs. Residency Requirements PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that same campus. Attendance Policy The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director. More than two absences in a class can be grounds for not passing that class; students should notify faculty of any anticipated absences. 36 Criteria for Enrollment Load Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the following conditions apply: ● ● The student is registered in at least six credits during a semester. The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the following conditions apply: ● ● ● ● The student is registered in at least three credits during a semester. The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859). The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum (PRP831 or 832). The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Admission to PsyD Requirements ● ● ● ● ● ● A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0) -orA graduate grade point average of 3.25 (on a scale of 4.0) To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. See the Admission section of this catalog for information about English language proficiency requirements. Completion of an interview with a member of the program Admissions Committee. An admissions representative is available to help interested applicants complete the following required documentation: o Completed Application for Admission Form o Admission Application Fee through PSYCAS (see information about PSYCAS below) o Personal/professional goal statement with a self-appraisal of qualifications for the profession o Current Curriculum Vitae (CV) or resume (or career summary) o Three completed Applicant Recommendation Forms o Official transcripts from all post-secondary schools attended On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions committee, and approved by the Program Director. Foundation Courses The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of these courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three courses are required: ● ● Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or Masters degree in Psychology) Abnormal psychology, psychopathology, or maladaptive behavior 37 ● Statistics or research methods Two additional courses in the field of psychology must also be completed. Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree program. Application Process Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in the application: https://psycas.liaisoncas.com/. Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however, there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the admissions process, an additional fee is charged for each additional application. Non-Degree-Seeking Students in the PsyD Program The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed all course prerequisites. Committee Decisions All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions are final and are not subject to appeal. Clinical Psychology Faculty Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Margit Berman (2019). Program Director and Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD, West Virginia University. Abigail Hughes-Scalise (2020). Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA, PhD, Case Western Reserve University. Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati. James Theisen (2020). Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA, PhD, Fuller Graduate School of Psychology. Master of Arts in Teaching (MAT) The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who already possess a teaching license who are interested in a second license should look at the MAE program. Our program is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and graduate courses. 38 We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special Education, English as a Second Language. MAT with a concentration in Elementary Education 33 Graduate Credit Hours / 78 Total Credit Hours 100 Out of Class Field Hours Required This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. Program Requirements ● EDC 501 - Graduate Proseminar (1 CH) ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 522 - Orientation to Education in an Urban Setting* (3 CH) ● EDC 566 - Diversity/Minnesota American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EDC 580 - School and Society (3 CH) ● EED 524 - Foundations of Literacy (3 CH) ● EED 525 - K-6 Methods: Literacy* (3 CH) ● EED 550 - K-6 Methods: Math (3 CH) ● EED 560 - K-6 Methods: Science (3 CH) ● EDC 596 - Early Career Teacher Seminar (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 525) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature One of EDC 481 or EDC 482 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement EED 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Please see the Field Experience section for more information. MAT with a concentration in Secondary Education 30 Graduate Credit Hours / 68 – 107 Total Credit Hours** 100 Out of Class Field Experience Hours Required K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5-12 prepare teachers to teach at the middle and high school levels. K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts 5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies 39 9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts, Visual Arts, Health, Music, and Physical Education. A 5-8 general science license is also available. **Total Credit Hours vary depending on content area and the addition of a middle school endorsement. Program Requirements Please note that additional courses in content area may also be required. ● ● ● ● ● ● ● ● ● ● EDC 501 - Graduate Proseminar (1 CH) EDC 511 - Tools of Inquiry (3 CH) EDC 522 - Orientation to Education in an Urban Setting* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EDC 580 - School and Society (3 CH) ESE 525 - Creating Learning Environments (3 CH) ESE 500 - Reading and Writing in Content Area* (3 CH) EDC 596 - Early Career Teacher Seminar (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* One of EDC 481, EDC 482, or EDC 483 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better. Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific undergraduate coursework will be required in order for the license to be attained. MAT with a concentration in Special Education 48 Graduate Credit Hours / 73 Total Credit Hours 190 Field Experience Hours The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12 teaching license. This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. 40 Program Requirements ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● EDC 501 - Graduate Proseminar (1 CH) EDC 511 - Tools of Inquiry (3 CH) EDC 522 - Orientation to Education in an Urban Setting* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 524 - Foundations of Literacy (3 CH) EED 525 - K-6 Methods: Literacy* (3 CH) EED 550 - K–6 Methods: Math* (3 CH) EED 560 - K–6 Methods: Science* (3 CH) SPE 510 - Implementing Assessment Strategies* (3 CH) SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH) SPE 515 - Theory to Practice* (3 CH) SPE 525 - Transition and Community* (3 CH) SPE 530 - Instructional and Behavioral Practices* (3 CH) SPE 540 - Parent and Professional Planning (3 CH) EDC 596 - Early Career Teacher Seminar (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. MAT with a concentration in English as a Second Language (ESL) 36 Graduate Credit Hours / 69 Total Credit Hours 110 Field Experience Hours The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. Program Requirements ● ● ● ● ● ● ● ● ● ● ● EDC 501 - Graduate Proseminar (1 CH) EDC 511 - Tools of Inquiry (3 CH) EDC 522 - Orientation to Education in an Urban Setting* (3 CH) EDC 566 - Diversity/MN American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 525 - K-6 Methods: Literacy* (3 CH) ESE 525 - Creating Learning Environments* (3 CH) ESL 510 - History and Structure of the English Language (3 CH) ESL 520 - ESL Literacy* (3 CH) ESL 530 - Language, Culture, and Schools (3 CH) 41 ● ● ESL 540 - ESL Methods* (3 CH) EDC 596 - Early Career Teacher Seminar (2 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar *This course has a field experience requirement. Field Experience An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Graduate Elective Courses Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission to MAT Admission Requirements Students admitted into the MAT licensure and degree programs must have: ● ● Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution. Cumulative grade point average of 2.5 or higher. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. o Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. 42 Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. When graduate coursework is met with a course exception, additional graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH. Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. Acceptance into the MAT Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of courses. MAT in Rochester The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Cumulative GPA Requirement To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s program dismissal appeals process. Information about the program dismissal appeals process is available in the 43 Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Master of Arts in Education (MAE) For those interested in developing their professional capacity, taking graduate coursework in educational studies, or obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively and to nurture healthy change within schools, school systems and society. 44 Program Requirements 30-31 Graduate Credit Hours The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world. This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context, integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and selfpoliticization, understanding of different experiences and interactions with broken systems, and articulations of alternative ways of knowing and organizing our social relationships. Required Core Courses (10 CH) EDC 501 – Graduate Proseminar (1 CH) EDC 511 – Tools of Inquiry (3 CH) EDC 560 – Issues In/equity (3 CH) EDC 571 – Navigating Change in Education (3 CH) Concentration Coursework (12 CH) *Note: Concentration Coursework may consist of any education coursework. The following concentrations are recommended clusters of courses. Culture & Curriculum Concentration Options EDC 552 – Culturally Responsive Pedagogy (3 CH) EDC 5xx – Paideia Theory, Research, and Practice (3 CH) EDC 512 – Foundations of Curriculum and Instruction (3 CH) EDC 5xx – Out of School Pedagogies (3 CH) EDC 5xx - Education Policy and Advocacy EDC 566 – Diversity/MN American Indians (3 CH) EDC 543 – Critical Geography, Culture, and EcoJustice Education (3 CH) ESE 500 – Reading and Writing in the Content Area (3 CH) ESL 530 – Language, Culture and Schools (3 CH) SPE 530 – Instructional and Behavioral Practices (3 CH) SPE 510 – Implementing Assessment Strategies (3 CH) Community Engaged Learning Concentration Options EDC 552 – Culturally Responsive Pedagogy (3 CH) EDC 5xx – Out of School Pedagogies (3 CH) EDC 512 – Foundations of Curriculum and Instruction (3 CH) EDC 5xx – Non-western Educational Traditions (3 CH) EDC 543 – Critical Geography, Culture, and EcoJustice Education (3 CH) EDC 541 - Experiential Education EDC 542 - Outdoor Education ESL 530 – Language, Culture, and Schools (3 CH) SPE 525 – Transition and Community (3 CH) SPE 540 – Parent and Professional Planning (3 CH) 45 Elective Coursework Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from other graduate programs at Augsburg or from Education coursework. They may also be taken as professional development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education office or consult the Handbook for more information about these opportunities. Additional Degree Requirements Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the Thesis Completion section below for details about doing a thesis in the MAE program. MAE Inquiry Project Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry project. The inquiry project can be completed at any time in the program. The project completion will be introduced in EDC 501 (Graduate Proseminar) and discussed in greater detail in EDC 511 (Tools of Inquiry) An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in nature. The inquiry project is a contextualized project designed by graduate students that facilitates: • • professional development within the context of a discipline. participation in and contribution to our broader communities. Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance of presenting problems and societal issues, so that students can apply what they learn to their work in the world. The inquiry project is left to be intentionally open so that graduate students may design school or community based projects that are relevant to the context in which they work. This allows graduate students to explore a compelling project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes. The form and content of the project will be proposed by the graduate students and guided within the content of one graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student either alone or in collaboration with faculty, other graduate students, or community members. Support for Students After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards developing an inquiry project. For students who require additional support in developing their projects, they may be advised toward particular coursework to better prepare their project work. Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop or hone their project if they are unable to complete it during the course in which they have elected to complete the Inquiry Project. Perin, D. (2011). Facilitating Student Learning Through Contextualization. Community College Research Center, Working Paper No. 29: New York, NY Columbia University. 46 MAE with an additional teaching license For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the undergraduate level may be required to satisfy state licensure requirements. All MAE students seeking an additional license are required to enroll in EDC 501, Graduate Proseminar, in their first term. When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach the required minimum of 30 Graduate Credit Hours. This additional course work may be any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the degree. MAE: Additional License in English as a Second Language (ESL) 110 Field Experience Hours EDC 501 – Graduate Proseminar (1 CH) EDC 522 – Orientation to Education in an Urban Setting* (3 CH) EDC 566 – Diversity/MN American Indians (3 CH) EDC 533 – Learning and Development in an Educational Setting (3 CH) EDC 544 – Learners with Special Needs* (3 CH) EED 525 – K-6 Methods: Literacy* (3 CH) ESE 525 – Creating Learning Environments* (3 CH) ESL 510 – History and Structure of the English Language (3 CH) ESL 520 – ESL Literacy* (3 CH) ESL 530 – Language, Culture, and Schools (3 CH) ESL 540 – ESL Methods* (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 – Chemical Dependency Education EDC 220 – Educational Technology EED 326 – Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 – Second Language Acquisition ESL 320 – Introduction to Linguistics ESL 410 – ESL Testing and Evaluation *This course has a field experience requirement. MAE: Additional License in Special Education 190 Field Experience Hours EDC 501 – Graduate Proseminar (1 CH) EDC 522 – Orientation to Education in an Urban Setting* (3 CH) EDC 566 – Diversity/Minnesota American Indians (3 CH) EDC 533 – Learning and Development in an Educational Setting (3 CH) EDC 544 – Learners with Special Needs* (3 CH) EED 524 – Foundations of Literacy (3 CH) EED 525 – K-6 Methods: Literacy* (3 CH) EED 550 – K–6 Methods: Math* (3 CH) EED 560 – K–6 Methods: Science* (3 CH) SPE 510 – Implementing Assessment Strategies* (3 CH) 47 SPE 511 – Etiology and Theory of Mild to Moderate Disabilities (3 CH) SPE 515 – Theory to Practice* (3 CH) SPE 525 – Transition and Community* (3 CH) SPE 530 – Instructional and Behavioral Practices* (3 CH) SPE 540 – Parent and Professional Planning (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 – Chemical Dependency Education MAT 137 – Mathematics for Elementary Teachers I EDC 220 – Education Technology EDC 330 and 332 – Building the Public Good: Public Achievement and Organizing EDC 331 and 333 – Practicum in Public Achievement EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) *Field experience required as part of this course. Elective Coursework Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission Requirements Students admitted into the MAE programs must have: ● ● A Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg cumulative GPA over their first two terms, they may be dismissed from the graduate program. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses 48 may be required in a secondary content area. Should a graduate level course be met through course exception, those graduate credit hours may need to be made up through the use of a graduate elective. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. Acceptance into the MAE Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. MAE in Rochester The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Thesis Completion Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to complete a thesis for the MAE will go through the following process: 1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement within their first 12 credit hours. a. Problem Statement Form b. Committee Recommendation Form 2. Enroll in concentration/elective coursework based on guidance from thesis advisor 3. Enroll in Thesis Hours (3 CH) at end of program. This counts against Elective Coursework. 4. Thesis Defense - Results in Pass/No Pass for Thesis Hours. Cumulative GPA Requirement To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). 49 Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a Readmission form through the Registrar’s Office. Field Experience Some education coursework requires field experience. Courses with field experience contain a minimum requirement of 20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you may be able to complete your field experience in your own classroom. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Students who are not seeking a second license may be able to petition to waive or modify the field experience requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the Academic Policies below. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. 50 Our Faculty Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. Sally Durand, Director of Education Programs, Rochester. PhD, University of Illinois at Chicago. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of Minnesota. Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD, University of Minnesota. Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota. Jason Michael Lukasik, Assistant Professor of Education and Program Director, MA in Teaching, MA in Education. BA, MEd, PhD. University of Illinois at Chicago. 51 Master of Arts in Leadership MA in Leadership Mission The Augsburg University Master of Arts in Leadership views leadership as an interactive process between leaders and followers working together to accomplish desired outcomes. The MA in Leadership program explores both the nature and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is designed to help individuals develop their capacity to formulate a sense of vision, navigate changing environments, and persuade and inspire others to act. Program Learning Outcomes Graduates should be able to: ● ● ● ● ● ● Deepen and assess their self-knowledge as a leader and capacity to be a reflective practitioner Recognize the interdependent relationship between leaders and followers Understand and affirm the importance of cultural competence in leadership Critically evaluate the theory, research, and practice of leadership in organizational and community settings Diagnose and develop plans for navigating change Formulate strategies to motivate others to achieve desired goals Curriculum Foundational Courses The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required courses are intended to lay a consistent foundation for the program: ML 505 – Foundations of Leadership Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and weaknesses in contexts. ML 514 – Evaluating Empirical Research Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative research. ML 560 – Cultural Competence and Effective Leadership Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts. Requisite Courses Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and Organizational and Community Context. Personal Growth and Interpersonal Dynamics Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to successfully work with a wide range of individuals at varying levels of an organization. Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills in interactions with peers and instructors that reflect understanding of leader follower dynamics. ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 538 - Communication Skills for Leadership 52 ML 548 - Coaching and Consulting ML 575 - Constructive Conflict Resolution Or a department-approved substitute Organizational and Community Context Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well as the environment that surrounds them in order to operate effectively. Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership. Incorporate these contexts in their analysis and evaluation of leaders and leadership. ML 512 - Leadership in the Community ML 531 - Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change Or a department-approved substitute Elective Courses The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5 electives courses that focus on their own professional development. Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus. ML 511 - Creativity and the Problem-Solving Process ML 530 - Ethics in Communication ML 539 - Communicating a Self in the Modern Organization ML 545 - Decision Making and Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Central American Experience ML 598 - Independent Study ML 599 - Topics Integrative Course This seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. ML 585 - Leadership Capstone: Integrating Theory and Practice MBA/MA in Leadership Dual Degree The dual degree program gives students the benefits of studying business administration and leadership in a coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an organization, preparing them to thrive in today’s interconnected world. 53 Admission to the Dual Degree Program Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year. As the student approaches degree completion in their home program, the student will submit an application for their second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second program. Master of Arts in Leadership Home Primary Program: MA in Leadership 11 courses Students take the following leadership courses to complete the Master of Arts in Leadership degree: ● ● ● ● ● ● ● ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete ML 535 from requisite category 2: Organizational and Community Context o ML 535 - Organization Theory and Leadership Elective courses - select five additional Master of Arts in Leadership electives ML 585 - Leadership Capstone: Integrating Theory and Practice Secondary Program: Master of Business Administration 8 course required; 2 additional courses optional for a concentration area Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program. The student will then take these MBA courses to receive their MBA degree: ● ● ● ● ● ● ● ● MBA 570 - Quantitative Decision-Making for Managers MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 580 - Management Consulting Project Concentration Areas (optional; choose one concentration and take both courses) ● ● ● Data Analytics o MBA 572 - Data Programming o MBA 573 - Predictive Analytics Entrepreneurship concentration o MBA 596 - Managing Innovation o MBA 583 - Entrepreneurship: Execution, Planning and Strategy Finance concentration o MBA 535 - International Finance o MBA 532 - Investment Theory and Portfolio Management 54 Master of Business Administration Home 14 courses required Primary Program: Master of Business Administration Students take the following courses to complete the Master of Business Administration degree: ● ● ● ● ● ● ● ● ● ● ● ● ● MBA 592 - Leadership: Ethics, Vision, and Transformation MBA 545 - Organizational Behavior MBA 570 - Quantitative Decision-Making for Managers MBA 540 - Business and Professional Ethics MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Complete one of the following concentrations: o Data Analytics concentration: MBA 572 and MBA 573 o Entrepreneurship concentration: MBA 596 and MBA 583 o Finance concentration: MBA 535 and MBA 532 o Leadership concentration: Two ML electives Secondary Program: MA in Leadership 5-7 courses required Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied toward the MA in Leadership requirements. ● ● ● ● ● ● ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete one course from requisite category 2: Organizational and Community Context o ML 512 - Leadership in the Community o ML 531 - Dynamics of Change o ML 536 - Facilitating Organizational Change Elective courses - select two Master of Arts in Leadership elective courses ML 585 - Leadership Capstone: Integrating Theory and Practice Earning the dual degree during or after the MBA or MA in Leadership program Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional degree to their existing degree by completing the same requirements listed; Director’s approval is required. Returning students must complete an application form. Upon entering the MBA program, online quantitative skills modules are required in five areas and must be completed before beginning the quantitative courses: • Statistics 55 • • • • Excel Spreadsheets Accounting Economics Finance These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge for the MBA quantitative coursework. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505. Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree. Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/ MA in Leadership Program Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s writing in an academic paper GPA of at least 3.30 Interview with the Director of the MA in Leadership program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership program. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies Admission Requirements Applicants to the program must have: ● Bachelor’s degree from a regionally-accredited, four-year college or university, or an appropriately certified foreign institution. 56 ● ● Minimum cumulative undergraduate grade point average of 3.0 or a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, admission may be possible as decided on a case-by-case basis. Two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential is preferred. Application Checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● Completed application form A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Two letters of recommendation preferred Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Résumé For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585. In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the final projects successfully completed. A student registered for a final course may, with the approval of the program director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. 57 Class Attendance Policy The nature of leadership development requires interpersonal engagement. Communication and interaction are an important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content. Given the limited number of meeting times in both formats, our expectation is that students will be present at all class meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis. Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being present in a class will mean that part of the course’s requirements cannot be met. If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final decision will be made by the individual faculty member based on a discussion with the student and the student’s overall performance in the class. MA in Leadership Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. Accreditation and Affiliation Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. Master of Arts in Leadership Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota. Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. 58 Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine University. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. 59 Master of Arts in Nursing A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to envision new models of care across practice settings. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in emerging care settings in communities. Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Program Goals Graduates of the Master of Art in Nursing Program are prepared to: ● ● ● Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying nursing research and theory in advanced nursing practice and leadership roles. Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further graduate study. Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth, lifelong learning, leadership, and vocation of professional service in a global society. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply 60 knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care Settings track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in 61 practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Health Commons in Cedar-Riverside A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England.. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Applicants to the Master of Arts in Nursing program must have: ● ● ● ● ● ● ● An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse A current, unencumbered nursing license Evidence of up-to-date immunizations A Criminal Background check A college level statistics course is required for progression in the program, but is not necessary for admission Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Application components: ● ● ● ● A written statement describing professional and educational goals Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Two letters of recommendation preferred Current resume 62 Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format using video conferencing, combining face-to-face class times and webbased instruction to meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday, Tuesday or Thursday evening from 4:30pm to 8:30pm. Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica options will vary for each course with choices of either independent practica or faculty-led practica. Accreditation and Affiliations The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Assistant Professor and Executive Director of the Augsburg Central Health Commons and Health Commons at Cedar-Riverside. 63 Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing. Staff Colleen Hagerman, Nursing Programs Coordinator. 64 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to: ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. The DNP courses (NUR 800 level), are taught in a hybrid format using video conferencing combining face-to-face class times and web-based instruction to meet the needs of working adults. Class schedules vary with didactic courses meeting via face to face zoom for four or five hours once a month. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows: 65 ● ● ● 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day practicum immerses students in ways of knowing of the Lakota people and students spend time at Sylvan Lake Lodge, Custer, South Dakota. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Seminars Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree. Final DNP Project Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP-TCN Applicants to the Doctor of Nursing Practice TCN program must have: ● ● ● ● ● ● ● An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Evidence of up-to-date immunizations Satisfactory results of a certified federal criminal background check A current Curriculum Vitae Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: ● A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health in Membership.” 66 ● ● ● Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Three professional references Personal interview with Augsburg Nursing faculty The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. 67 Faculty Kathleen Clark, DNP, RN, Assistant Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Kristin McHale, DNP, RN, Assistant Professor of Nursing, Director of the BSN Program, Rochester. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing. Staff Colleen Hagerman, Nursing Programs Coordinator. 68 Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to: ● ● ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Integrate scientific evidence based guidelines into clinical practice. Program Structure The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses in the FNP program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours. Didactic A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical skills labs, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500-level courses consist of six hybrid classes a semester - four hours of class time, using video conferencing, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of modalities: one format is one 8 hour day the first month and then 3 - four hour class sessions each subsequent month. Other classes may meet a total of 3 to 6 times a semester for 8 hours Other courses are offered in an immersion format of four days of class per semester. The FNP courses (final two years of study) are offered on Monday, Tuesday, Thursday or Friday, approximately six times a semester for five hours. Class time hours will vary. Web-based assignments are integrated into all classes through Moodle. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for Healing, 6415 West River Road NW, Rochester, MN. Video conferencing using Zoom technology is used for some of the 69 classes. However, students must be prepared to drive to Rochester and/or Minneapolis for classes. If weather is inclement, Zoom technology is used. Practica (for DNP courses) / Clinicals (for FNP courses) To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the DNP portion and 675 hours for the clinical portion. Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their master’s degree in nursing. 675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675 clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care. In a 15-week semester, practicum hours are computed as follows: ● ● ● 1 semester credit hour = 45 clock hours of practicum time per semester 2 semester credit hour = 90 clock hours of practicum time per semester 3 semester credit hour = 135 clock hours of practicum time per semester Required Practica hours = 360 which equals 8 credits Required Clinical hours=675 which equals 15 credits The total credits for practica and clinicals are equal to 23. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Clinical Skills Labs Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Final DNP/FNP Project Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor. 70 For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP Applicants to the Doctor of Nursing Practice FNP program must have: ● ● ● ● ● ● ● ● ● ● ● ● ● ● A completed application form and payment of application fee. An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice (DNP), from a nationally accredited institution and a nationally accredited nursing program. A minimum of three years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or DNP program. Three professional letters of recommendation. A 2-3 page professional essay responding to a posted question on the admission application. Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Personal interview with Augsburg Nursing Faculty. Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P). Evidence of up to date immunizations per Department/University requirements Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current at the time of publication and are subject to change. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) 71 Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to various site locations. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Assistant Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis. Michelle Higgins, DNP, FNP, Instructor. Jill Oswald, DNP, RN, Instructor, Clinical Director of the DNP-FNP Program Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing. Lisa Van Getson, DNP, FNP, Assistant Professor, Director, DNP-FNP Program. Staff Colleen Hagerman, Nursing Programs Coordinator. 72 Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and “handson,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data, recognize trends and take the appropriate action. Toward the end of the program, Augsburg MBA students work on a consulting project for a business organization or social enterprise. Students are divided into groups of four or five and write strategic, business and marketing plans for the organization or entrepreneur. In the past 15 years, students have written plans and made recommendations for facility expansions, new product introductions, and new marketing programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical decision-making. The students write their own personal development plan focusing on their core strengths, core convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of the world through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. Our MBA graduates make a difference. We invite you to become part of a growing community of Augsburg MBA alumni. George Dierberger, Ed.D. Interim Director, Master of Business Administration Program MBA Mission - “Prepare Students for Meaningful Work” Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions for their organization and the world. Accreditation The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. 73 Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from one another, mentor each other, and develop their own career development plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community, you’ll build personal, social, and academic abilities. MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Credit for Prior Learning Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials (with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Students with prior academic coursework that meets the following criteria may be waived from eligible core courses. ● Course(s) must be taken at an approved, regionally-accredited institution. ● Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Academic Calendar The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student will have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), lodging, and travel in-country, as well as some meals. Program Requirements The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction per week through a web-based electronic course management system. 74 A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses. MBA Program Sequence Semester 1: MBA 592 - Leadership: Ethics, Vision and Transformation MBA 545 - Organizational Behavior Semester 2: MBA 540 - Business and Professional Ethics MBA 570 - Quantitative Decision-Making for Managers Semester 3: MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers Semester 4: MBA 530 - Managerial Finance MBA 510 - Applied Managerial Economics Semester 5: MBA 550 - Marketing Management MBA 595 - Strategic Management Semester 6: MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Concentration Course 1 Semester 7: MBA 580 - Management Consulting Project (begins in semester 6) Concentration Course 2 Electives Students are required to complete a concentration in either Finance, Leadership, or Entrepreneurship. Data Analytics Concentration MBA 572 - Data Programming MBA 573 - Predictive Analytics Finance Concentration MBA 532 - Investment Theory and Portfolio Management MBA 535 - International Finance Leadership Concentration Any two MAL electives from the Master of Arts in Leadership program Entrepreneurship Concentration MBA 596 - Managing Innovation MBA 583 - Entrepreneurship: Execution, Planning & Strategy The entrepreneur concentration teaches students how to perform the due diligence in developing and turning a business idea into reality by assessing the risks before product development. Our students learn how to collaborate and iterate in approaching the market opportunity and potential solution. 75 Student Learning Experience Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation. SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project. MBA/ MA in Leadership Dual Degree Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details. For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Due to covid19, our classes have been held via synchronous video conferencing during the normal class hours. Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. Admission to the Augsburg MBA Program Admission Requirements Applicants to the MBA program must have: ● ● Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution Minimum of two years of relevant work experience is preferred Admission checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● ● Completed application—Apply online at www.augsburg.edu/mba Two personal statements Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Current résumé of work history Two confidential letters of recommendation preferred MBA Math (optional for admission based on past experience; passing score required for the quantitative courses) Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. 76 Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete information on grading and evaluation, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: ● ● ● Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting, economics, finance, statistics, and spreadsheets (unless waived by the MBA Director) Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program No more than two courses with a grade of B77 MBA Faculty Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois. George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Phyllis Kapetanakis, Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. 78 Master of Fine Arts in Creative Writing MFA Mission The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student writers, creating a close-knit community with fellow writers within and outside of the program. Students receive individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of creative writing. Program Overview The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong community of writers. Genres ● ● ● ● ● Creative Nonfiction Fiction Playwriting Poetry Screenwriting Concentrations ● ● Teaching Publishing Features ● ● ● ● ● Two-year program Annual summer residency Online classrooms One-on-one mentor work Student to mentor ratio of 5:1 Summer Residency Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising. The program includes three summer residencies. Fall and Spring Semesters Online The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the fourth. Cross-genre work is allowed and encouraged. Traditional Plan of Study Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a craft paper course, and a thesis course. 79 ● ● ● First Year o Summer Residency I (6 credits), held for ten days on the Minneapolis campus, includes a workshop in the student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency (Summer Term 2). o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared genre. o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail. Second Year o Summer Residency II (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2 credits) in which students complete a craft paper examining some aspect of writing. This work is conducted remotely, via computer, phone, and/or mail. o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2 credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or mail. Third Summer o Summer Residency III (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their thesis (students should prepare for this work during their second year). To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. Optional Courses of Study ● Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students completing at least five mentored and reading semesters instead of the standard four. At least four of these semesters should be used to study the student’s declared genre. ● Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option has students completing at least five mentored and reading semesters, including three in the student’s primary declared genre and at least two in a different genre. ● Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for a single residency or semester of study — or longer. Students seeking this option should contact the program director, as the director’s approval is required. ● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside a traditional or extended/mixed genre course of study. The career concentration courses are also available as postMFA studies. Career concentrations includes: o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining practical and theoretical pedagogy to better prepare students who intend to teach. Students work with accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory seminars during summer residencies. o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8 credits total) designed to introduce students to various aspects of the trade, including acquisition, editing, graphic design production, marketing and distribution. Each year, students work with experienced faculty to select and publish the winner of the Augsburg Howling Bird national competition. During the second semester, students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer residencies. 80 Course Listing ENL 531 - Residency in Creative Writing: Fiction ENL 532 - Residency in Creative Writing: Nonfiction ENL 533 - Residency in Creative Writing: Poetry ENL 534 - Residency in Creative Writing: Screenwriting ENL 535 - Residency in Creative Writing: Playwriting ENL 536 - Residency in Creative Writing: Multi-Genre ENL 541 - Mentorship and Critical and Creative Reading: Fiction ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction ENL 543 - Mentorship and Critical and Creative Reading: Poetry ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting ENL 545 - Mentorship and Critical and Creative Reading: Playwriting ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre ENL 547 - Craft Paper: Fiction ENL 548 - Craft Paper: Nonfiction ENL 549 - Craft Paper: Poetry ENL 550 - Craft Paper: Screenwriting ENL 551 - Craft Paper: Playwriting ENL 552 - Craft Paper: Multi-Genre ENL 553 - Thesis: Fiction ENL 554 - Thesis: Nonfiction ENL 555 - Thesis: Poetry ENL 556 - Thesis: Screenwriting ENL 557 - Thesis: Playwriting ENL 558 - Thesis: Multi-Genre ENL 559 - Thesis ENL 560 - Craft Paper ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre Concentration Courses: ENL 525 - Teaching Writing: Practice and Theory ENL 527 - Publishing I ENL 528 - Publishing II For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university, or an appropriately certified foreign institution, with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include ● Completed online application ● One letter of recommendation preferred ● A personal essay 81 ● ● Applicants must submit an official transcript(s) from the regionally-accredited institution granting the bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. A writing sample (page counts are meant to provide guidance but are not a requirement): o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script/playwriting format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper and thesis courses carry two credits each. To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. 82 MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at B or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions. Affiliation The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. Mentor Faculty James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of Nebraska, Lincoln. Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University. Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative Writing and Native American Literature, The Union Institute and University. Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of Library & Information Science, San José State University, San José, CA. Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University. Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin. Sarah Myers, Associate Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas, Austin. Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction, Bennington College. Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina, Chapel Hill. 83 Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis, Minnesota State University-Mankato. Faculty Associates D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown University. Visiting Writers Fiction Lisa Van Orman Hanley, 2019 Ted Thompson, 2018 Kate Bernheimer, 2017 Jacob Appel, 2016 Helene Wecker, 2015 Pam Houston, 2014 Benjamin Percy, 2013, 2020 Creative Nonfiction John Medeiros, 2020 Tessa Fontaine, 2019 Kao Kalia Yang, 2018 Jean Harper, 2017 Greg Breining, 2016 Sue William Silverman, 2013 & 2015 Deborah Blum, 2014 Poetry Danez Smith, 2019 Katelynn Hibbard, 2018 Patricia Smith, 2017 Sean Hill, 2016 Marcie Vogel, 2015 Alex Lemon, 2014 Ed Bok Lee, 2013 Playwriting Stacey Rose, 2019 Andrew Rosendorf, 2018 Harrison Rivers, 2017 Christina Ham, 2016 Carson Kreitzer, 2015 Kristoffer Diaz, 2014 Screenwriting Rebecca Sonnenshine, 2019 Wenona Wilms, 2018 Remy Auberjonois & Kate Nowlin, 2017 Michael Starrbury, 2016 Ken Rance, 2015 Bill Wheeler, 2014 84 Christina Lazaridi, 2013 Administration Stephan Clark, Director Lindsay Starck, Associate Director 85 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique learning opportunities that foster discovery and help students realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing, and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible, and possesses breadth and depth, designed to meet the changing needs of clients and demands in clinical practice. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program that includes core music therapy courses designed to advance clinical practice and a wide selection of elective courses to tailor the development of clinical expertise. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 – Thesis or Final Project (2 credits) Music Therapy Electives– 12 credits MUS 550 - Music Psychotherapy (2 credits) MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery (2 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (3 credits) MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience) MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience) MUS 585 - Advanced Music Therapy Group Work (3 credits) MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits) Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by the academic advisor and program director. ● Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. 86 ● Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 315 - Psychology, Culture, and Community in Music (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 374 - Music Therapy Practicum (1 credits) MUS 375 - Music Therapy Practicum (1 credits) BIO 103 - Human Anatomy & Physiology (4 credits) PSY 105 - Principles of Psychology (4 credits) PSY 203 - Lifespan Development (4 credits) PSY 262 - Abnormal Psychology (4 credits) The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT and Equivalency Plus), as well as the courses listed below. MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUP xxx Primary Lessons (minimum 4 semesters needed) MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed) MUS 213 - Music Theory and Aural Skills III MUS 214 - Music Theory and Aural Skills IV MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) MUS 232 History and Literature of Music, 1750 to Present (4 credits) Plan of Study There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track (MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track (E+MMT). The third is for individuals that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track (E++MMT). Thesis/Final Project As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards. The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also includes the defense of the thesis. Thesis/Final Project Requirements The term thesis is used for the research and document required for the master's degree in many departments and programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project follow the same process outlined below. While the thesis includes a research component, the final project maintains the rigor of a thesis project, but does not include the formal research component. 87 1. Once the research topic has been chosen, the student must submit a project proposal: a written formal statement of the topic and plan of execution for the research. Your academic advisor will let the student know what form the proposal should take. 2. The composition of the committee that will supervise the project should be determined in collaboration with the student and academic advisor. The number of members needed on a project committee may vary depending on areas of expertise, but should include a minimum of three (thesis advisor and two reviewers). The academic advisor will provide final approval of the review committee and thesis topic. 3. Students will provide a 30-40-minute oral presentation of their thesis with their academic advisor, program director, and all reviewers present. Academic advisor, program director, and reviewers will ask questions of the student and then deliberate and vote when the student has been excused. 4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that reviewers have required. When those have been received the final grade for the thesis will be submitted and the student will provide two bound copies of the thesis to the program director. MMT Program Comprehensive Review In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project, but always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project, and assesses the student's mastery of the several components of the degree course work. Students will demonstrate evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited to: ● ● ● ● ● ● ● ● Theoretical foundations Assessment and evaluation Music therapy methods and method variations Cultural consideration Ethical considerations Evidence based practice Professional development Research methodology Admission to MMT ● ● ● ● ● ● Online Application Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree, or an appropriately certified foreign institution, and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification (if applicable) An Audition (this can be taped or live) ten to fifteen minutes of your primary instrument(s). Essay-(submitted as part of the online application) no longer than three pages addressing the following questions. Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: 88 Augsburg University Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation Augsburg is regionally accredited by: The Higher Learning Commission The Master of Music Therapy Program is accredited by: National Association Schools of Music (NASM) American Music Therapy Association (AMTA) MMT Faculty Annie Heiderscheit, Associate Professor, Director of Music Therapy. BME-MT, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. Debbie Bates, Ph.D., MT-BC, Instructor. Nancy A. Jackson, Ph.D., MT-BC, Instructor. Juyoung Lee, Ph.D., MT-BC, RMT, Instructor. Lindsay Markworth, MMT, MT-BC, Instructor Dawn McDougal Miller, M.Ed. MT-BC, Instructor. Emma Moonier, MS, LPCC, MT-BC, Practicum Coordinator & Instructor. 89 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg University PA Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation At its June 2019 meeting, the Accreditation Review Commission on Education for the Physician Assistant Inc. (ARC-PA) placed the Augsburg University Physician Assistant Program sponsored by Augsburg University on AccreditationProbation until its next review in June 2021. Probation is a temporary status of accreditation conferred when a program does not meet the Standards and when the capability of the program to provide an acceptable educational experience for its students is threatened. Once placed on probation, programs that still fail to comply with accreditation requirements in a timely manner, as specified by the ARC-PA, may be scheduled for a focused site visit and/or risk having their accreditation withdrawn. Specific questions regarding the Program and its plans should be directed to the Program Director and/or the appropriate institutional official(s). Chair and Program Director Dr. Alicia Quella (phone: 612-330-1325, email: quella@augsburg.edu) Read the program’s response to the accreditation status. Curriculum The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies. Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. In addition, clinical practice seminar is a small-group, case-based course that offers the unique opportunity to integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that promote the development of practical skills through the use of simulated patients, technical skills workshops and labs. The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and a variety of practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine, internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers. A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN, locations in the 5 state area, and potentially beyond. The Augsburg PA program includes time away from the program at varying times which may or may not differ from the traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program. 90 PA Program Sample Calendar YEAR 1 Summer PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 511 - History and Physical Exam Skills I PA 521 - Pharmacotherapy I PA 531 - Clinical Medicine I PA 542 - Professional Issues PA 546 - Clinical Practice Seminar I Spring PA 512 - History and Physical Exam Skills II PA 522 - Pharmacotherapy II PA 532 - Clinical Medicine II PA 547 - Clinical Practice Seminar II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III PA 545 - Clinical Phase Transition Master’s Project course, one of the following*: PA 599 - Directed Study ML 577 - International Experience Fall PA 6XX - Clinical Rotations 1, 2, 3 Spring PA 6XX - Clinical Rotations 4, 5, 6 YEAR 3 Summer PA 6XX - Clinical Rotations 7, 8 PA 62X - Preceptorship PA 690 - Capstone *Other program-approved options may be available For a complete list of courses and descriptions, see the Course Description Search. Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Qualified applicants will have: 91 ● ● ● ● ● Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application Minimum science GPA of 3.0 as calculated by CASPA at the time of application Completed the Augsburg University PA Program Supplemental Application Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited twoyear or four-year college or university (within the timeline specific to your degree status as defined below). ● ● ● ● ● ● One full course of psychology One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of statistics One course of medical terminology *Labs are recommended but not required. ● ● ● ● Online prerequisite courses from accredited institutions are also accepted. Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be completed by May 1 of the year of matriculation. The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of required prerequisite courses. GRE, PA-CAT and MCAT are not required for application to this program. Strongly Recommended Highly competitive applicants to the Augsburg PA Program will also have: ● ● ● ● Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider. Demonstration of a commitment to, and involvement with, underserved communities PA Program Application Process The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the Augsburg University PA Program supplemental application. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted by August 1. Selection Process Competitive applicants will be reviewed by the admissions committee. The admissions committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the program goals and mission, and recommendation letters. 92 As the committee completes application review, candidates are selected for an interview. The interviews are generally conducted during the fall months. Candidates come to campus to interview with program faculty, staff, and current students, and to view the classrooms and labs. As interviews are completed, seats in the incoming class are offered. A list of alternates will be selected in January to fill seats that accepted candidates may not claim. Accepted candidates must complete and pass a background check prior to matriculation and annually through the program. Academic Policies To access additional information pertaining to program policies, please reference the current student handbook. Technical Standards All PA students must possess those intellectual, ethical, physical, and emotional capabilities necessary to undertake and achieve levels of competence in the full curriculum required by the faculty. A stated intention to only practice in a narrow field of medicine does not alter the requirement that all students take and achieve full competence across the entire curriculum. Essential characteristics and abilities prescribed here are requisite for admission, promotion and graduation from the program. All matriculates, students and graduates must meet all prescribed essential characteristics and abilities, either with or without reasonable accommodations. The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by the PA Program at Augsburg University must have, with or without reasonable accommodation, multiple abilities and skills including: perception/observation, communication, motor/tactile function, cognition, and behavioral and social attributes. Perception/observation Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through: ● ● ● ● ● ● ● Small group discussions and presentations Large-group lectures One-on-one interactions, Demonstrations (physical exam maneuvers) Patient encounters (at a distance and close at hand) Written material (powerpoints, textbooks, and readings) Audiovisual material (slides, medical videos) Communication Students must be able to skillfully communicate (in English) verbally and in written form. These communication skills must enable the candidate to obtain a medical history in a timely fashion from a wide variety of patients, and to communicate effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team, other professionals, patients and their families. The student must be able to produce a written write-up in the clinical rotations, which includes patient history, physical exam and assessment. Also, the candidate must be able to comprehend written material sufficiently well to understand accurately common medical records, laboratory reports, and pharmacological prescriptions. Specifically, students are expected to: ● Received communication 93 ● ● ● ● ● ● ● ● Observe changes in mood, activity and posture Perceive nonverbal affective and gesture communication Elicit information Convey information Clarify information Create rapport Develop therapeutic relationships Demonstrate competencies Motor/tactile function Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and to: ● ● ● ● ● ● ● ● ● ● ● ● Attend (and participate in) classes, groups, and activities which are part of the curriculum Communicate in a written format Dissect cadavers Examine gross specimens in gross anatomy and pathology laboratories Prepare microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic states (e.g., streak plates, perform gram stains and use a microscope) necessary for such studies Observe gross and microscopic structures necessitates the functional use of the senses of vision and touch and is enhanced by the functional sense of smell Perform a complete physical examination, including observation, palpation and percussion and auscultation Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a sphygmomanometer Perform basic laboratory tests, using a calculator and a computer, placing electrodes and reading an EKG, and interpreting common imaging tests Function in outpatient, inpatient, and surgical venues (standing in a sterile environment and gown while actively assisting the surgical team) Move in the clinical setting so as to act quickly in emergencies Perform clinical procedures such as, but not limited to, the following: pelvic examination, genital examination, digital rectal examination, drawing blood from veins and arteries and giving intravenous injections, basic cardiopulmonary life support, spinal puncture, suturing and wound care, casting/splinting, and simple obstetrical procedures Cognition Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex information presented in formal lectures, small group discussions, medical literature and individual teaching settings and in clinical settings. Students must be able to demonstrate higher-level cognitive abilities, which include: ● ● ● ● ● ● ● ● ● ● ● ● Rational thought Measurement Calculation Conceptualization Analysis of information Synthesis of information Organization of information Representation (oral, written, diagrammatic) Appreciate three dimensional spatial relationships among structures Appreciate logical sequential relationships among events Memory Application 94 ● ● ● Clinical reasoning (form and test hypotheses in order to enable effective and timely problem-solving in diagnosis and treatment of patients) Ethical reasoning Sound judgment Behavioral and Social Attributes Students must possess the emotional health and maturity required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In summary, PA students must be able to: ● ● ● ● ● ● ● Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and dedication Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients Develop mature, sensitive, and effective relationships, not only with patients but with all members of the Augsburg community and healthcare teams Tolerate physically, emotionally, and mentally demanding workloads Function effectively under stress, and proactively make use of available resources to help maintain both physical and mental health Take responsibility for themselves and their behaviors Positively represent the Augsburg University PA Program and the PA Profession Documentation of a Disability The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet the published technical standards. All Augsburg students have been accepted by the college based on their ability to succeed academically and are required to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or have another disability, the CLASS office can provide you with reasonable accommodations and support. Disability Specialists provide: ● ● ● ● ● Determination of appropriate accommodations Individual support Instruction in learning strategies Help with time management and organizational skills Assistance with course selection Accommodations may include: ● ● ● ● ● Alternative testing (extended time, limited distraction) Assistive technology Alternative format textbooks and course materials Notetaking support Housing accommodations 95 ● Classroom accommodations Some Examples of Disabilities ● ● ● ● ● ● ● ● ● ● Attention-Deficit/Hyperactivity Disorder (ADHD/ADD) Learning Disabilities Psychiatric Disabilities Autism Spectrum Disorders Head Injury/Traumatic Brain Injury Physical Disabilities and Systemic Illnesses Deafness/Hearing Impairment Blindness/Low Vision Disabilities that are sporadic or degenerative in nature Temporary conditions Accessing accommodations is an ongoing and interactive process where information can be gathered from the student and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We prefer students to present any documentation that describes their disability and the impact on educational experiences directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on an individual basis. The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053. Advanced Placement and Experiential Learning Policy The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical phase. Employment while in the Program Program faculty discourage outside employment while in the Augsburg PA Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal Policy A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the University. Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies. Please review official withdrawal deadlines on the registrar website for questions on tuition refunds. Readmission Policy Readmission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program. The process of applying for Readmission is the same process for general admission into the PA Program through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental Application. 96 Additionally, at the time of application, the applicant must submit a letter outlining the reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer advanced placement to any student. For the full readmission policy and reapplication process, please contact the program. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial. PA Program Faculty Vanessa Bester, EdD, MPAS, PA-C, Associate Director, Assistant Professor. Kurt Devine, MD, Interim Medical Director Ryane Lester, MPAS, PA-C, Instructor. Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor. Amanda Perkins, PharmD, Instructor. Alicia Quella, PhD, PA-C, Program Director, Clinical Associate Professor. Caroline Rowe, PhD, Instructor Danielle Skoglund, MPAS, PA-C, Clinical Coordinator Eric Van Hecke, MPAS, PA-C, Instructor. 97 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. MSW Mission We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work practice that promotes intersectional racial and social justice in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: ● ● ● ● ● ● ● ● Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog. 98 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. 99 Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, students study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the time their application to the program. Students also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, students deepen their knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques. In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to their chosen concentration and is completed concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. Social work leaders must advocate for social change where necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. 100 Portfolio or Summative Evaluation Project ● Portfolio Project (MCCP students) ● The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. ● Summative Evaluation Project (MCMP students) ● All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: ● ● ● ● ● ● Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW, there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL 101 SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 506 - Practice Methods and Skills 2: Groups and Families* SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies* SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only) SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP) SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals SWK 629 - Multicultural Clinical Practice (MCCP) with Families SPRING SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP) SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice SWK 631 - Multicultural Clinical Practice (MCCP) with Groups SUMMER 1 SWK 634 - Multicultural Clinical Practice (MCCP) Supervision SWK 639 - Multicultural Clinical Practice (MCCP) Elective SWK 640 - Multicultural Clinical Practice (MCCP) Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP) SWK 660 – Multicultural Macro Practice (MCMP) Research Methods SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP) SWK 668 - Organizations/Social Administrative Practice 2 SWK 670 - Multicultural Macro Practice Policy SUMMER 102 SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 – Multicultural Macro Practice (MCMP) Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. SWK 699 General Elective Students in both concentrations complete at least one general elective course. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: ● ● ● ● ● ● ● Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP) settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: ● ● ● ● Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities. 103 In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum ● Foundation or advanced standing coursework ● Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience ● The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. ● Complete a minimum of ten MBA courses after completion of the MSW degree. ● For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA program. Admission to one program does not guarantee admission to the other. 104 MSW/LADC License The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling credential while studying in the MSW program. Purpose The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice of alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic assessments, individual, family and group treatment once they are appropriately licensed. Plan of Study The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699, General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880 internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880 field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN Board of Behavioral Health and Therapy. Admission to MSW The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements ● Bachelor’s degree from a regionally-accredited college or university or an appropriately certified foreign institution ● Cumulative undergraduate GPA of 3.0 or higher ● Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101. ● ● ● ● ● Completed application form Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Two recommendation checklist forms, with letters attached, submitted online 105 ● ● ● Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their MSW degree from Augsburg University. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a waiver. Additional transcripts may be required to demonstrate qualifications for advanced standing. Academic Policies Academic Achievement Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the student may be dismissed from the program. Students are retained in the program who can: ● ● ● ● Maintain expected grade point average (3.00 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW Program Internship Placement Tracking website. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. 106 Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook. Program Costs In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term study abroad electives. Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500. ● ● ● ● ● ● ● Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemnig Memorial Scholarship Blanca Rosa Egas Memorial Scholarship MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. MSW Faculty Johanna Barry, Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola University Chicago. Laura Boisen, Professor of Social Work. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Christina Erickson, Professor of Social Work. BSW Program Director. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Ankita Deka, Associate Professor of Social Work, Field Education Coordinator. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. 107 Melissa Hensley, Associate Professor of Social Work, BSW Field Director. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Bibiana D. Koh, Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota. Kao Nou Moua, Assistant Professor of Social Work. BA, MSW, University of Montana, PhD, University of Minnesota. Erin Sugrue, Assistant Professor of Social Work, MSW Field Director. BA, Grinnell College; MSW, MPP, PhD, University of Minnesota. Visiting Faculty Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of Wisconsin. Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University. MSW Staff Doran Edwards, BSW Program Assistant Director Lydia Madden, Social Work Department Coordinator & MSW Field Assistant 108 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Ann B. Ashton-Piper Sylvia Bartley, PhD Karen A. Durant ’81 Matthew K. Entenza, JD Ellen Ewald Nicholas C. Gangestad ’86, MBA Rev. Marlene Whiterabbit Helgemo James Hereford Veena Iyer, JD Diane L. Jacobson, PhD Mark Johnson ‘75 Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Dean Kennedy ‘75 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, JD Steven E. Larson ’72, MD Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 Jeffrey M. Nodland ’77 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. David L. Tiede, PhD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 109
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Title: Augsburg University Undergraduate Catalog, 2021-2022
Collection: Course Catalogs
Search Result: 2021–22 UNDERGRADUATE CATALOG Introduction Undergraduate Catalog 2021-2022 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and stud...
Show more 2021–22 UNDERGRADUATE CATALOG Introduction Undergraduate Catalog 2021-2022 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2021 - Summer Semester 2022. It is subject to change without notice. The catalog is intended to complement other university publications including the Student Guide and university website. It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2021 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg University, or consider doing so, please know that those of us who await you here find the university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, PhD President 2 About Augsburg University At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society – their vocation. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester, Minnesota are extended campuses for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. Campus Location Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as Minneapolis-St Paul International Airport. History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Established a Direction 3 August Weenaas was Augsburg’s first president (1869-76). Professor Weenaas recruited two teachers from Norway: Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 150 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The college’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (193862). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the college was achieved in 1954. A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-80), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place. Charles S. Anderson led the college next (1980-97). He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at college-sponsored forums and events, increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the James G. Lindell Library. 4 William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages— in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1, 2017. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: ● ● ● An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about graduate programs, visit augsburg.edu/grad. Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus, Augsburg has a learning site in Rochester, Minnesota, and international locations around the world. Centers of Commitment The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both internally and externally. These centers are: ● ● ● ● Center for Global Education and Experience Sabo Center for Democracy and Citizenship Christensen Center for Vocation Strommen Center for Meaningful Work Each center provides a bridge between curriculum and community; each works to realize the university’s strategic intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-Based Day Program Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC is a fivecollege consortium that allows day program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities section). Adult Undergraduate Program Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. 6 Minneapolis – Adult Undergraduate Program Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom instruction with the convenience of online learning. Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors. Rochester – Adult Undergraduate Program Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester, MN, 55904. In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based evening courses. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from Lindell Library databases to the use of online course management software. Information about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admission Office—The Office of Admission is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and 8 intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses the department of Nursing and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg University is accredited by: ● ● ● ● ● The Higher Learning Commission (HLC) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees) Council on Social Work Education (CSWE) (Bachelor, Master level degrees) National Association of Schools of Music (NASM) Augsburg’s programs are approved by: ● ● ● ● American Chemical Society (ACS) Accreditation Council for Business Schools and Programs (ACBSP) American Music Therapy Association (AMTA) Minnesota Board of Teaching Augsburg University is an institutional member of: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● American Association of Colleges and Universities (AAC&U) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 10 Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the University, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The university will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information 11 You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the university in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 12 Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Student Rights The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A university-provided e-mail account is the official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the university-provided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day program students may request a campus mail box. Students should check their campus mailbox regularly. 13 Admission Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg University. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Visit Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional undergraduates, and graduate students. Application Procedures First-year Day Program Students Application for Admission ● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or commonapp.org without any fee. Transcripts ● An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final and official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent prior to registration and orientation. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores ● Beginning fall 2019, submission of ACT or SAT test scores for admission is optional for incoming undergraduate (firstyear and transfer) student applications, except in specific circumstances like GED students, homeschooled students, and students with narrative transcripts. For more information please refer to Augsburg’s Admission Application Requirements. Recommendations ● One letter of academic recommendation (optional). A letter may be submitted by a teacher and/or counselor. Essay ● First-year applicants are required to provide written responses to the essay question(s) listed on the application. Additional Information ● If there is additional information that may have affected the applicant’s previous academic performance, it may be included within the application and discussed individually with an admission counselor. On occasion, the Admission Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or 14 writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admission will inform the candidate. Notification of an Admission Decision ● Admission decisions are made on a rolling basis. Applicants are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Notification of admission status for completed applications begins in September. Confirmation of Admission ● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission. Students who wish to live in university housing must submit a housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Office of Admission and consult the specific department’s section of this catalog. Undergraduate Day Transfers Information regarding transfer credit policies is found in the Academic Information section of the catalog. Application for Admission ● Students should complete the application for admission, including the essay question(s), and submit them to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer or commonapp.org. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Recommendations ● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or spiritual leader. Additional Information ● If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admission counselor. Academic recommendations may be required by the Admission Committee before an admission decision is made. On occasion, the Admission Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admission Office will inform the candidate. Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Adult Undergraduate Students Information regarding transfer credit policies is found in the Academic Information section of the catalog. The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are required to meet the following requirements for admission consideration for any Adult Undergraduate program: ● Have a minimum of 12 transferable credits and 15 ● ● Are applying to one of the 11 eligible Adult Undergraduate majors and Students must meet one of the following requirements: o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or more transferable credits o Have 3+ years full-time work experience since high school graduation o Have 3+ years of significant family care commitment since high school graduation o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation o Have military service since high school graduation o 24 years or older at the date of matriculation AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg University advisor when considering the Adult Undergraduate program. Application for Admission ● Students should complete the application for admission and submit it to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer or commonapp.org. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Readmission Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester students who have not registered for courses at Augsburg University for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Readmitting students do not pay an application fee. To apply for readmission after withdrawing from the university, students must submit an Application for Readmission. ● ● ● The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. Students who must withdraw solely due to military service obligations will be able to readmit by submitting the Application for Readmission to the Registrar’s Office. Currently serving members of the military are encouraged to review Augsburg’s Military Called to Active Duty policy if a call to service will interrupt a semester in progress. If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. 16 ● ● ● All financial holds must be cleared before a student can be approved for readmission. If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Non-Degree Students Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admission Office. Second Degree Students Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. We welcome students from all over the world wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United States will be considered an international applicant. For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359. Foreign Credential Evaluation Students who have attended a college or university outside of the United States are required to submit international transcript(s) accompanied by a professional credit evaluation. This evaluation should include the following: ● ● ● ● Course-by-course evaluation to show a complete course listing with credit values and grades received for each course Calculation of grade point average to demonstrate the cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0 Translation to English (if applicable) Analysis of credentials (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept evaluations from any member of the National Association of Credential Evaluators (www.naces.org). 17 Financing Your Education The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day. Fees (full-time enrollment) The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full-Time Cost – Fall and Spring 2021-2022 Semester Year ● ● ● $20,138.50 $365.00 $1,259 per credit $40,277 $730.00 $5,036 per 4 credits $1,259 per credit $200.00 per term $5,036 per 4 credits Tuition – Full-Time (12-19 credits per term) Fees – (12-19 credits per term) Overload Fee – (over 19 credits) Part-Time Cost – Fall and Spring 2021-2022 ● ● Tuition –Part-Time (less than 12 credits) Fees – (less than 12 credits) Other Costs ● ● ● ● Audit Fee (taking a class for no credit) Music Lesson Fees ½ Hour Lesson 1 Hour Lesson $1,000.00 per course $400.00 $800.00 Room and Board Costs ● ● Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates. Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans. Adult Undergraduate Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate. Tuition Students are charged per credit. Students are charged based on their program regardless if they take a course through a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. ● ● Adult Undergraduate - Minneapolis Adult Undergraduate - Rochester $426.00 per credit $426.00 per credit 18 $1,704.00 per 4.0 credits $1,704.00 per 4.0 credits Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid programs. 19 The primary responsibility for financing a university education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need additional information about any of these programs. In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans. ● ● Federal Direct Student Loan o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. ● Federal College Work Study Program and Minnesota State Work Study Program o Under these programs, the federal or state government supplies funds on a matching basis with the university to provide part-time work opportunities. 20 Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, 21 students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the university, the withdrawal date will be the last date of academic activity determined by the university. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. 22 Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. 2. 3. 4. 5. 6. Unsubsidized Direct Loan Subsidized Direct Loan Direct PLUS Loans Federal Pell Grants Federal Supplemental Educational Opportunity Grant (SEOG) TEACH Grant Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that all of your financial aid has been applied to your account and nothing is left pending.) Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students do not need to request a bookstore account. Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. 23 Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for Additional Funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Eligibility Due to a Drug Offense A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.] A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs First offense: one year from the date of conviction Second offense: two years from the date of the second conviction Third offense: indefinitely from the date of the third conviction For the sale of illegal drugs First offense: two years from the date of conviction Second offense: indefinitely from the date of the second conviction A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: ● ● The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. 24 ● ● The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 25 Residence Life Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items: ● Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Facilities Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks, and dressers. 26 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at Einsteins or Nabo to supplement the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. 27 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the university and the surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg will add dimension to their education. There are over 50 student organizations that students can join, and students may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Campus Life About Campus Life Mission Statement Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg community. Philosophy Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new students as well as through leadership and developmental education. Program Areas Campus Involvement Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University. It advocates for ideas, concerns, needs, and activities of the Day Student Body. Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies, and much more. 28 Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards, including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients. Student organizations provide students the opportunity to become involved in various interests, passions, and activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an organization around a common purpose while making an impact on both the Augsburg and greater community. Commuter Student Life The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to gather, study, watch television, play games, and just relax. Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson Residence Hall and the ground floor of Science Hall. Leadership Development Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater communities. Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program. Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness, knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments for incoming first-year and transfer students by learning to work across social identities and backgrounds while implementing orientation programming. Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of leadership. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about University resources and services; and get a taste of life on campus. Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg University. Students will learn about University resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg University. Military and Veteran Services The Student Veteran Representative is available to provide assistance to active military personnel and student veterans around concerns such as financial aid, military benefits, and student programming. To connect with them, email studentvetrep@augsburg.edu. The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who are active military personnel and student veterans to lounge, study, and connect with each other. 29 Campus Ministry At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a university of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, vocational discernment or information. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are examples of the wide variety of activities on campus. Community Engagement The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We connect students, faculty, staff, and community members in addressing public issues, making change, and building democracy. Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape their lives and communities. The Sabo Center serves as a: Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting campus and community through partnerships, classes, and more. Leadership Incubator: We cultivate transformational public leadership through programs that build individual and collective power. Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make change in their own communities. Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and democracy building. Utilizing a public work framework, we engage with students, scholars, and community members to co-create democracy in our communities and in our institutions. LEAD Fellows In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called LEAD Fellows (Leaders for Equity, Action, and Democracy). Through the LEAD program, students have paid positions in community based organizations and community serving programs. Those selected to be LEAD Fellows are students with diverse racial, ethnic and geographical backgrounds and experience in community and public work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on and off campus. Campus Kitchen Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: ● Food to Share o Meals served and grocery bags distributed by student employees, volunteers, and service learners to youth programs, seniors, and community centers. Most of the meals are created with the surplus food from 30 ● ● Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes. Food to Grow o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community members to grow their own food. Communal plots are open for anyone to harvest from, and excess produce is incorporated into the meal program. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and on campus. Participants learn about the connections between food, health, and the environment; and develop cooking and gardening skills. Environmental Stewardship Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic, and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental changes in our practices, facilities, curriculum, and campus culture. Public Achievement The Public Achievement organizing model is a framework for people to learn to work strategically with others so they can solve problems and build sustainable democratic societies. Participants form teams to take action on a public problem that is important to them, and work with a coach to develop an action plan. Through practice and reflection, the team members develop public skills and confidence. Community Service-Learning and Engagement Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to social issues through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. Workshops The Sabo Center offers workshops and training sessions on topics related to civic, community, and political engagement. Workshops are open to students, staff, faculty, and community members. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA+ Student Services, University Events, Center for Global Education and Experience, International Student and Scholar Services, the Copy Center, Shipping and Receiving, Dining Services, and Mail Services. 31 The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this area for student organization use. Day Student Government The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of Augsburg University. 32 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Resources Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student 33 machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their university years. We help students and alumni: ● ● ● ● ● ● ● ● ● Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships ● ● Internships for Academic Credit o An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in 34 ● which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. Staff of Career and Internship Services supervise non-credit internships and evaluate the reflection process. Work Connections (Available to AU students only) o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their project and reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Staff of Career and Internship Services supervises and evaluates the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating units: Academic Advising The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies, procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers academic progress questions, and provides comprehensive academic support (e.g., training in time management, notetaking, reading, testing, motivation/procrastination, problem solving, troubleshooting). Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year, students declare their major and are assigned to a faculty mentor in their major department, developing the facultystudent mentoring relationship. While all students are required to meet with their faculty mentor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Auggie Achievers Program Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in one of several courses designed to develop and enhance important study habits and life skills needed to aid in academic success. In addition, the program helps students transition to college through one-on-one meetings with their academic advisor. Tutoring/Supplemental Instruction Services Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an e-mail as soon as a tutor is available. Satisfactory Academic Progress Probation Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all necessary 35 requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is placed on the student’s record, which will prevent registration until the necessary Probation requirements have been completed. Students who do not complete the requirements as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this catalog. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic standing, and graduate within six years. The program serves students who are low-income, first-generation college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff advisor to address academic success issues through: ● Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding 36 ● ● ● ● ● ● ● ● ● ● ● ● ● ● Academic degree planning, including registration planning each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring, with interventions when needed Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS Weekly progress meetings for students on SAP Probation Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term university coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in: ● ● ● ● ● ● ● ● A motivated, diverse, and supportive learning community; Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated national fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide. 37 Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research ● Summer Research Program URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend. ● Academic year research $1,000 to pursue scholarship with a faculty mentor ● Off-campus Summer Research Opportunities URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: ● ● ● ● ● ● ● ● ● ● ● Fulbright U.S. Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($7,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for: ● ● Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) GRE Exam preparation course offered each summer at low cost Other Initiatives ● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity. ● Fund student travel to national academic conferences to present research findings. ● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property. Bernhard Christensen Center for Vocation Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation 38 central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures. The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. StepUP® Program The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery focuses around students developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff as well as mental health staff, and participate in community-building activities. Students have access to campus support services in order to ensure their educational success. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that students form while participating in the program last a lifetime. In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student agreement, and live in StepUP housing. Multicultural Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: ● ● ● ● ● ● ● Assisting students with the admission process and financial aid application Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships 39 Latinx Student Services Mission The mission of Latinx Student Services (LSS) is to provide services, programs and resources that empower Latinx students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the advancement of their communities. LSS also holds and manages the HOLA scholarship, a retention scholarship for Latinx students at Augsburg. Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and find pride in their self-identified identities, affinities, and culture. History Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the office of Hispano/Latino Student Services was re-branded in 2017 under the Latinx Student Services (LSS) name in recognition of the changing demographics and needs of current Latinx students at Augsburg University. During the 2017-18 academic year, LSS has served 244 self-identified Latinx students who represent intersecting identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious affiliation, class, and immigration statuses. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admission and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association and Hmong Women Together are affiliated with the program. The associations organize various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center Pan-Afrikan Center at Augsburg University promotes programs that support the personal, social and academic success of students of African descent. Our programs focus on exploring Black identity, education, advocacy, and community building. We strive to develop leaders that will contribute to social progress, democracy, and create sustainable changes in our communities. The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional, and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. 40 Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: ● ● ● ● ● ● ● ● ● ● A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA+ Student Services Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA+ Students Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Brave Space Trainings; the LGBTQIA+ Student Leadership Retreat, Queering Career series; and the LGBTQIA+ Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA+ and allied students, staff, and faculty each year during Lavender Celebration, where the recipients of the LGBTQIA+ Student Leadership Awards, the Augsburg Pride Award, Karen Neitge Scholarship, and LGBTQIA+ scholarship recipients are honored. For more information, visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at @augsburglgbtqia. Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. 41 Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CWC also offers health promotion activities and events to increase student awareness of health issues and support students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg University does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and Counseling for more information on student health insurance plans. Health Clinic Services The university offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their immigration status while completing their academic programs. Examples of ISSS responsibilities include: 42 ● ● ● ● ● ● ● ● Advising students in all areas related to F and J immigration regulations Managing the recruitment, application, orientation, registration and advising for exchange students from our international partner schools Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have over 200 programs in over 60 countries, including the United States, from which to choose in order to meet their curricular and personal needs. CGEE is the front door for students and faculty interested in study abroad and away, and provides advising on program options, finances, and academics. Services provided through CGEE: ● ● ● ● ● Study abroad and away program selection advising Financial and academic advising Pre-departure and re-entry support, including career integration Program coordination for semester and short-term programs Faculty resources to globalize courses at home and abroad In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and depth of global and experiential education within the curriculum, in our campus life and to engage the community surrounding the campuses in the Twin Cities and Rochester, across the United States, and the world. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry in England, or gain fluency in a foreign language in many countries around the world. Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg shortterm faculty-led, Augsburg in Central America, Mexico, and Southern Africa, and Exchange programs), students can choose from Augsburg Affiliate Programs. Attend a virtual information session to learn how you can study abroad or study away in the USA.: studyabroad.augsburg.edu. 43 Augsburg in Central America, Mexico and Southern Africa The purpose of Augsburg’s CGEE programs in Central America, Mexico and Southern Africa is to provide transformative international and intercultural educational opportunities in order to foster critical analysis of local and global issues so that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s signature programs experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families in urban settings. In the Southern Africa programs, students travel together on two-week seminars—Namibia to South Africa. Scholarships are available. Augsburg in Central America Peace, Justice, and Community Engagement (Guatemala, El Salvador, and Costa Rica) – Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first eight weeks of the program in Guatemala, travel to El Salvador for two-weeks, and spend the final six weeks in Costa Rica. See a full program description on the program website. Augsburg in Mexico Language and Culture in Mexico—Summer CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can take one course per session, and take up to five courses throughout the summer. Students can complete their full Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a number of disciplines (e.g., business, communications, religion, and more). This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and contemporary struggles for peace, justice, and human rights. See a full program description on the program website. Medical Spanish and Clinical Observership in Mexico – Summer With a growing Spanish-speaking population in the United States, there is a critical need for our future medical professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences. See a full program description on the program website. Liberal Arts, Migration and Social Change– Fall and Spring In this experiential, community-based program, students will cross borders constructed by language, nationality, race and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and professional pursuits. This is an excellent program for those who also need to meet General Education Requirements. Students can satisfy general education requirements in Natural Sciences (with a lab), Social Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options. See a full program description on the program website. Communication and Media Studies: Migration & Social Change in Mexico — Fall The mission of this program is to develop socially-conscious media professionals equipped for the challenges of modernday media, including responsible journalism on critical issues such as (im)migration and the environment. Through 44 hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies, and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a full program description on the program website. Student Teaching for ESL and Special Education —Spring Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program description on the program website. Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester. See a full program description on the program website. Augsburg in Southern Africa Nation-Building and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg, Eastern Cape, and Cape Town, South Africa. Available courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the program website. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to students. Currently, Augsburg has active exchanges in China, Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available and all coursework is in English, with the opportunity to study the host country language. Travel grants are available for these programs. For further information on these programs and scholarships visit the CGEE website. Short-term Faculty-led Programs Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks and offerings change annually. Scholarships are available for some programs. 45 Augsburg Affiliate Programs The Center for Global Education & Experience maintains a robust portfolio of affiliate programs to enhance the offcampus offerings available to Augsburg students. These programs allow Augsburg students to study in disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs. A limited number of spaces are available on these programs. Therefore, we ask students to also choose an alternate program from the Augsburg CGEE and Exchange program portfolio. Application Process In order to Study Abroad or Away, students should follow these steps: ● ● ● ● Attend an information session (in person or online). Research programs . Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general requirements. Talk with Student Financial Services staff about payment options. Talk with family members and other staff on campus you work with (such as CLASS or TRiO advisors) Apply by the deadline. Application Deadlines October 1 - Spring semester and winter-break faculty-led programs November 1 - Spring-break faculty-led programs February 1 - Summer Session faculty-led programs March 1 - Fall semester and other summer programs Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines and eligibility requirements set by their programs. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process includes a required Course Equivalency Form, where students list the courses they want to take on their program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other assigned faculty to meet the course equivalencies. Credits, Grades and Residency ● ● ● ● ● Students studying off-campus for a semester/year must take a full load of credits. Students must take courses with traditional A-F grading (P/LP/N is not permitted). Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus are not factored into the GPA. A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg. Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since students remain enrolled at Augsburg while on their programs. Eligibility Following are Augsburg University’s requirements for Study Abroad and Away: ● ● ● Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher GPA. Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term, faculty-led programs may allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before studying off campus. 46 ● ● Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to an off-campus study program may be withdrawn from the program. In that case, the student is responsible for all non-recoverable program costs incurred. Students must resolve any outstanding balances on student accounts before studying off campus. Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs on a first come, first served basis. Space is limited, so early application is recommended. Costs and Financial Aid The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular financial aid to their off-campus study program costs. Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals, excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other expenses are not included in the price of semester programs. To assist students with good financial planning, the Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can apply toward the program costs. Students should talk to the Study Abroad and Away team about additional scholarships that are available for semester and academic year programs. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply. The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation, and interpretation/translation services. However, students on winter and spring-break programs pay no additional tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the additional cost of these programs. Students are required to attend the information session and read the advising handbook for any updates to scholarships and financial aid policies. Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on when the notification of withdrawal is received, students may owe only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if applicable. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds. ● ● ● CGEE Travel Grant. Augsburg students automatically receive a $1,500 CGEE Travel Grant on our Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa, or a $1,000 CGEE Travel Grant on our exchange semester programs. The CGEE Inclusion & Access Scholarships are for students who have not traditionally been represented in study abroad, specifically students of color, students with disabilities, LGBTQIA students, veterans, first generation students, and those with financial need. Awards up to $2,000. Summer Discount: Students who participate in one or more sessions in Mexico will receive a $400 discount per course/session. 47 ● Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided directly through our affiliate partner programs. Accessibility CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as program selection. Some accommodations cannot be effectively arranged if requested on short notice. In addition, students should be prepared for the fact that disability is culturally defined differently around the world. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an appointment with CLASS. Continuing Education Program The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg University. Programs are developed through collaborations between academic and administrative departments of the university and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Maheen Zaman, Honors Program Director, at zamanm@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. 48 Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Air Force ROTC AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication, develop physical fitness, and practice military customs and courtesies). College students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force. The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace Studies at the University of St. Thomas at (651) 962-6320. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, visit the University of Minnesota Army ROTC website. 49 Academic Policies and Procedures Registration Students must be officially registered for all courses for which they are participating. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. First-year students are required to meet with their academic advisor prior to registration for their first year. All other students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing immunization forms, unmet financial aid requirements, and overdue library books. Another possible reason for a registration hold is an overdue missing official transcript from another institution. Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework. Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible credit. Specific registration dates and deadlines for each semester are listed in the Academic Calendar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form: ● ● ● ● ● THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 19 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a tuition charge.) 50 Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Internship Registration A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg Experience section. International students completing an internship will follow steps outlined on the Strommen Center website under the International Student Internship Registration section. Registration of internships for credit consists of the following steps: ● ● Students must register the internship for the academic term that coincides with the internship experience. Complete the online Internship Site Agreement form and the Internship Registration Form found on the Strommen Center website under the Internships & Augsburg Experience section. The following signatures must be secured prior to the start of your internship. o Faculty Signature: If registering your internship for academic credit you will need to find a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Strommen Center Signature: Requires staff to review important university-wide internship information and ensure all required documents have been submitted. Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to receive credit for an internship include: ● ● ● Watch a short video about successful internships on the Strommen Center website under the Internship Registration Guide section. Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg Experience Requirements section. Copies of the completed form are emailed to the student, their faculty supervisor, and the Strommen Center. Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or department guidelines. Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Crossover Registration Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission. - Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester. AU Program Students - Are permitted to crossover into DAY courses. 51 ROCH Program Students - Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay their program's graduate rate for those courses. Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass grading system. Explanation of grades: Grade A AB+ Grade Points 4.00 3.67 3.33 B 3.00 BC+ 2.67 2.33 C 2.00 Description Excellent Undergraduate: Good Graduate: Satisfactory Undergraduate: Satisfactory Graduate: Unsatisfactory C1.67 D+ 1.33 D 1.00 Poor D0.67 F 0.00 Failure P 0.00 Pass* LP 0.00 Low Pass** N 0.00 No Pass *The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate courses. **The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate courses. Pass/Low Pass/No Pass Grades Students who choose the P/LP/N option are cautioned: ● ● In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of at least a D-. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 52 ● ● The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester credits. Students may apply no more than eight semester credits with P or LP grades toward a major and no more than four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the family, military commitment). Faculty must submit the grade that the student has earned at the end of the semester, even if the student has requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the incomplete, which is determined by the faculty member in consultation with the student but must not exceed the time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade. To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if the student requests an extension and special circumstances warrant the extension. The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve a longer extension. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics courses with the same course number. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. 53 A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will not receive financial aid for a course that has been previously passed twice. If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for graduation purposes. All attempts will, however, remain on the student’s transcript. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA is as follows: GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; P Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work LP Low Pass, D-, D, or D+ achievement (undergraduate courses only) S Satisfactory N No pass, no credit V Audit, no credit W Withdrawn I Incomplete X Extension, incomplete IP In progress R Repeat GRT Credit granted Required lab component (a credit-bearing grade was earned in the corresponding L lecture course) NG Not graded, no credit Assessment of Student Learning The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting Office of Academic Affairs. 54 Classification Students are classified when grades are posted at the end of each semester. Classification is based on the number of semester credits completed/earned. Classification First Year Sophomore Junior Senior Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to once each academic year. A Change of Program form must be submitted before the semester begins. Withdrawal from University Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic record. If necessary, students should instead submit a Withdrawal from University form. The deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. Leave of Absence (DAY Program Students) Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. The deadline to file a Leave of Absence form is the end of the drop/add period at the start of each semester. Term Off (AU/ROCH Program Students) Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties and aid in this process. 55 Student Standing Committee The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial Services, and Student Affairs serve on the committee. Academic / Financial Petitions Students who wish to request exceptions to academic and financial policies should carefully review and complete the Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week during fall and spring semesters and once each month during the summer semester. Satisfactory Academic Progress (SAP) Suspension Appeals Students who have been academically suspended have the right to appeal their suspension to the Student Standing Committee. Applications for Readmission Students seeking to re-apply to the university after being placed on academic probation or academic suspension must submit an Application for Readmission for review by the Student Standing Committee. Catalog Applicability Active Students (Registered, Leave of Absence, Term Off) ● May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of enrollment or any of the subsequent catalogs in effect while an active student. Inactive Students (Withdrawn) ● ● Three or Fewer Years Away o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers) may elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active student. More than Three Years Away o Inactive students who are readmitted after more than three years away (10 or more semesters, including summers) must complete the general education and departmental requirements of the catalog in effect at the time of re-enrollment or any of the subsequent catalogs in effect while an active student. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in Computational Philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place or by petition. 56 Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated on an individual basis. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg. (Refer to the Graduation section of the catalog.) Transferred coursework with the Augsburg equivalents and evaluator comments are captured on the Transfer Credit Evaluation found in Records and Registration. Credits accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources about transferring credit are available on the Registrar’s Office website. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Minnesota Transfer Curriculum Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300). Associate of Arts Degree / Bachelor’s Degree Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300), and will waive one of two Health and Wellness requirements. Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: ● ● ● Waiver of Search for Meaning II Waiver of Augsburg Seminar / Engaging Minneapolis Waiver of both Health and Wellness requirements All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. 57 Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST). Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Assessment of Previous Learning (APL) Program Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the university for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage. Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are outlined on the Registrar’s website. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. 58 Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: ● ● ● ● There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: ● ● ● ● ● There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Requirements Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) or Low Pass (LP) o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. 59 2. Completion of 36 upper division credits (numbered 300 or above). 3. Completion of a Major—Requirements for each major are listed under the departmental headings. 4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic programs require a higher grade point average or a specific minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC exchange program or study abroad/away through the Augsburg Center for Global Education and Experience. Senior Residence Requirement No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program. ● Transfer courses count against the senior residence requirement. Therefore, students are encouraged to complete transfer work prior to the final 32 credits for the degree. ● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment -- are not counted against the senior residence requirement. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to file an Intent to Graduate application within the last 12 months of their program to confirm remaining graduation requirements. Application forms are available on the Registrar’s Office webpage. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg. Visit the Registrar’s Office webpage for additional information. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. 60 Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following standards could result in suspension from the university. Requirements At the end of each fall, spring and summer term, the university will review the academic progress of all registered undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including transfer credits). Students who do not meet these requirements will be placed on Academic Probation. GPA Calculation Refer to the Evaluation and Grading section of this catalog. Minimum Credits Completed Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits as defined by the Registrar’s Office. Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been submitted when SAP is run will count against completion rate. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. Credit Completion Rate Calculation ● ● ● Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP). o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total number of attempted credits. Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P). Divide earned credits by attempted credits (do not round numbers up or down) o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37% o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96% Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards and appropriate notation will be placed on the permanent transcript. 61 Probation Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising). Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a petition to the Student Standing Committee. At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning. If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will again be required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising/majors/probationadvising/). Students’ eligibility for financial aid may be impacted if they do not follow through with SAP requirements. Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student Standing Committee will review their application for readmission. If cumulative and term standards are not met, students will be Suspended. For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/. Suspension Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application for readmission. Recommendations on how to be successful in the readmission process may be outlined in the suspension letter. Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn less than a 1.00 GPA during their first term at Augsburg will be suspended. Professional Program Dismissal Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at inside.augsburg.edu/studentaffairs/studentguide. Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways: ● ● Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. 62 Enrollment/Degree Verification Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. 63 Augsburg Core Curriculum Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg University education strives to educate its students in a real world for the real world. Undergraduate Student Learning Outcomes The university’s mission statement offers a series of educational values: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences. As Informed Citizens, students are learning to … ● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways ● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts As Thoughtful Stewards, students are learning to … ● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context ● identify the broad foundations for sustainable living and apply them in demonstrable ways As Critical Thinkers, students are learning to … ● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims ● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats As Responsible Leaders, students are learning to … ● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments ● articulate and solve problems in creative, analytical, and integrative ways 64 Overview of the Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements include a liberal arts foundation, signature courses and experiences, skills development, and a keystone. Entry Level Placement Tests Math, Writing, English (if applicable), and language placement for Language courses. The Augsburg Core Curriculum The Augsburg First Year ● ● ● Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum ● ● ● Religion, Vocation, and the Search for Meaning I and II Augsburg Experience Senior Keystone The Liberal Arts Foundation ● ● ● ● Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Skills The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling lives, including: ● ● ● ● ● ● ● ● ● ● Writing Critical Thinking Oral Communication Information Literacy Quantitative Literacy Religious Literacy Problem Solving Intercultural Competence Civic Agency and Engagement Health and Wellness Entry Level Placement Tests Prior to their first registration, students will complete placement tests in: ● ● ● ● Mathematics Writing Language Placement and, if applicable, English Language Learning 65 First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required developmental and writing courses by the end of their third term. The developmental courses subject to this policy are: ● ● ● ● ENL 101 ENL 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Mathematics For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice questions and other information are available on the Academic Advising website -- students are encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of enrollment. Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103: Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer an equivalent English composition course from another institution or Advanced Placement English Language and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111). Modern Language Placement Test Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their exploration of modern language at the level identified by the placement test. This online placement is administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those specific languages. Students speaking other languages can take a test through Language Testing International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg. English Language Learners Assessment Students whose primary language is other than English will complete a placement to determine preparedness for classes taught in English and may need to complete an English Language Learning course(s). This placement is administered by Academic Advising. 66 Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing II, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. Language For students who have not previously studied a second language, completion of a two-course sequence in the same language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and sometimes override assessment results as deemed appropriate. Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Health and Wellness Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: ● ● ● Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: ● ● ● Liberal Arts Foundation Signature Curriculum Skills Development 67 The Augsburg First Year To smooth the transition to higher education and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar and Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or service-learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. 68 Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender, Sexuality, and Women’s Studies. Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement, that course may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater. One fine arts LAF requirement can be met by participating in one of the following: ● ● ● Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education— vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements. For majors that allow both options, please note that students must choose either the Liberal Arts Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student. 69 Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Mathematical Economics Mathematics Music Therapy Nursing Physics 70 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty mentors. Majors and Areas of Emphasis Accounting American Indian, First Nations, and Indigenous Studies Art and Design Art History Studio Art Graphic Design Biochemistry (BS) Biology (BS) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Studies Computer Science (BA or BS) Computational Philosophy (BA) Economics Applied Economics Economics Economics/Business Administration Economics/Political Science (teacher licensure major) Mathematical Economics (BS) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (BA or BS- licensure) K-12 English as a Second Language Special Education: Academic Behavioral Strategist Secondary (non-major, licensure only) English Communication Arts/Literature (teacher licensure major) Creative Writing Literature, Language, and Theory Environmental Studies Exercise Science (BA or BS) Film Production Theory and Culture Finance Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education (BA or BS) History Interdisciplinary Studies International Business International Relations International Business Concentration Languages and Cross-Cultural Studies Cross-Cultural Studies Spanish Management Management Information Systems Marketing Mathematics (BA or BS) Music Music (BA) Music Business (BA) Music Education (K-12 licensure track) (BM) Music Education (Community-Based, nonlicensure track) (BM) Music Performance (BM) Music Therapy (BS) New Media Promotional Communication Game Design Web Design Nursing (BS - offered through AU only) Philosophy Computational Philosophy Physical Education (BA or BS) 71 Physics (BA or BS) Biophysics (BS) Space Physics (BS) Political Science Political Science/Economics (teacher licensure) Pre-Law Public Policy and Political Change Psychology Clinical Psychology Religion Religion Theology and Public Leadership Social Work (BS) Sociology Student-Designed Major Theater Design/Technical Directing/Dramaturgy/Playwriting Performance Urban Studies Minors Accounting American Indian, First Nations, and Indigenous Studies Art Architecture Art History Graphic Design Studio Art Biology Business Administration Business Minor for Science Majors Entrepreneurial Studies Chemistry Communication Studies Computer Science Culture and Social Justice Economics English Literature, Language, and Theory Writing Creative Writing Environmental Studies Exercise Science Film Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education History International Business International Relations Languages and Cross-Cultural Studies French German Spanish Leadership Studies Management Information Systems Business Analytics Marketing Mathematics Statistics Medieval Studies Music Creativity Music Music Business Music Production New Media Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion Social Welfare Sociology Special Education Theater Musical Theater Urban Studies Youth Studies 72 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: ● A statement of learning goals and objectives ● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with an academic major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. ● A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course. ● Submit the completed proposal and supporting documentation to the Office of Academic Affairs. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the university catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. 73 Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that the student is making progress towards the degree. Students should know that registration for ACTC courses can be limited and are advised to submit registration materials at the earliest possible time. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who works directly with students pursuing health care fields. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs ● ● ● ● Pre-Health Science o See Biology Departmental page Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score. Pre-Pharmacy o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary o A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. 74 Academic Organization and Departments As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees: ● ● ● Bachelor of Arts Bachelor of Music Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily guides course planning. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 198 – Internship/On-campus 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 75 399 - Internship/Off-campus (4 credits) A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 - Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 - Independent Study/Research An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Year All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16 weeks. In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester. Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits per semester. Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may take up to 19 credits per semester. Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Course Offerings In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when specific courses are offered. Credit Hour Definition Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. 76 Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester. Divisions and Departments The university curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, university librarians. Natural and Social Sciences Biology, Chemistry, Economics, Mathematics, Statistics, and Computer Science, Physics, Political Science, Psychology, Sociology. Professional Studies Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work. Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 77 American Indian, First Nations, and Indigenous Studies American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indigenous cultures. Faculty Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Vinodh Kutty, Jennifer Simon Degree and Major Requirements American Indian, First Nations, and Indigenous Studies Major Nine courses, including: ● ● ● ● ● ● ● AIS 105 - Introduction to American Indian Studies AIS 202 - Indigenous Forms of Cultural Expression AIS 205 - Contemporary American Indian Issues AIS 304 - Engaging Native Communities AIS 380 - Decolonizing Practices: Reading, Writing, Research AIS 405 - Indigenous Activism and Resistance in the Americas Four elective courses, of which at least three must be upper division, chosen from the following: o AIS 193 - Topics Workshop: Well-Being and Success in the University o AIS 208 - Native American/First Nations Women and Film o AIS 264 - American Indians in the Cinema o AIS 295 - Topics o AIS 299 - Directed Study o AIS 302 - Indigenous Expressive Forms o AIS 305 - Indigenous Issues of the Americas o AIS 364 - Indigenous Filmmakers o AIS 393 - Topics Workshop: Well-Being and Success After University o AIS 396 - Internship o AIS 397 - Internship o AIS 398 - Internship o AIS 399 - Internship o AIS 495 - Topics o AIS 498 - Independent Study/Research o AIS 499 - Independent Study o ART 290 - Native American Art o DAK 111 - Beginning Dakota I o DAK 112 - Beginning Dakota II o HIS 236 - American Indian History o OJB 111 - Beginning Ojibwe I o OJB 112 - Beginning Ojibwe II o RLN 370 - American Indian Spirituality and Philosophical Thought *AIS Majors complete the Keystone requirement by taking AIS 405. 78 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian, First Nations, and Indigenous Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 79 Art and Design Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community engagement and real-life experiences. On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 10-15 majors annually with Bachelor of Arts degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and architecture provide additional opportunities for specialization. For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re excited to be here in the center of the city. You will be, too. Art and Design Faculty and Staff Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland Jenny Wheatley: Gallery Coordinator Jenny Moeller: Administrative Assistant Degree and Major Requirements Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student supply kit fees. Graduation Skills The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses and are met by completing the majors. Quantitative Reasoning (QR) requirement is met by completing one of the following courses: MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119. Studio Art Major Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Design ● ART 107 – Drawing ● ART 240 - Art History Survey ● One course in two-dimensional art chosen from the following o ART 118 - Painting I o ART 201 - Introduction to Graphic Design o ART 223 - Print Making I o ART 257 - Watercolor Painting I ● One course in three-dimensional art chosen from the following o ART 221 - Sculpture I o ART 250 - Ceramics I o ART 280 - Hand Papermaking and Book Arts I 80 ● ● ● ● Five additional studio arts courses Two additional upper division art history courses o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition. Art Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Design ● ART 107 – Drawing ● ART 240 - Art History Survey ● One course in painting from: o ART 118 - Painting I o ART 257 - Watercolor Painting I ● One course in three-dimensional art from: o ART 221 - Sculpture I o ART 250 - Ceramics I ● One course in graphic arts from: o ART 132 - Photography I o ART 223 - Print Making I ● One course in fibers: ART 280 - Hand Papermaking and Book Arts I ● One course in computer design from: o ART 201 - Introduction to Graphic Design o ART 202 – Typography ● Two second-level courses in two different disciplines ● Two additional upper division art history courses from: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art ● ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ● ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) 81 Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in the spring semester. Graphic Design Major ● ● ● ● ● ● ● ● All of the following skill and workshop courses: o ART 124 - Graphic Design Production: InDesign o ART 125 - Graphic Design Production: Illustrator o ART 126 - Graphic Design Production: Photoshop o ART 127 - Graphic Design Production: HTML/CSS o ART 226 - Artist Workshop All of the following core courses: o ART 133 - Introduction to Digital Photography o ART 201 - Introduction to Graphic Design o ART 202 - Typography o ART 240 - Art History Survey o ART 315 - Graphic Systems o ART 324 - Design Studio I o ART 326 - Design Studio II o ART 424 - Advanced Design Studio III o ART 425 - Advanced Design Studio IV One of the following courses in drawing: o ART 107 - Drawing o ART 122 - Plein Air Sketching I One of the following courses in three-dimensional art form: o ART 105 - Introduction to Architectural Drawing o ART 221 - Sculpture I o ART 250 - Ceramics I o ART 280 - Hand Papermaking and Book Arts I One of the following courses in art history: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art One elective ART course (4 credits): o Any other ART course not listed above ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Art History Major ● ● Eight art history or architectural history courses including: o ART 240 - Art History Survey o ART 388 - Modern Art o Six other art history or architectural history courses Two studio courses: o ART 102 - Design or ART 107 - Drawing o ART 118 - Painting I or ART 221 - Sculpture I 82 ● ● ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Art History majors must participate in a group exhibition and review in their junior year, followed by creating and curating a research-based exhibition with faculty review in their senior year. Double Major Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Architecture Minor Five courses including: ● ART 105 - Introduction to Architectural Drawing ● ART 210 - Drawing for Design in Architecture ● ART 243 - History of Architecture to 1750 ● ART 244 - History of Architecture after 1750 ● ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Graphic Design Minor The following skill courses: ● ART 124 - Graphic Design Production: InDesign ● ART 125 - Graphic Design Production: Illustrator ● ART 126 - Graphic Design Production: Photoshop ● ART 127 - Graphic Design Production: HTML/CSS The following core courses: ● ART 107 - Drawing or ART 122 - Plein Air Sketching I ● ART 201 - Introduction to Graphic Design ● ART 202 - Typography ● ART 315 - Graphic Systems ● ART 324 - Design Studio I Studio Art Minor Five courses including: ● ART 107 – Drawing ● ART 240 – Art History Survey ● Three additional studio courses. For a complete list of courses and descriptions, see the Course Description Search. 83 Biochemistry Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich complexity and variety of life. Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and biochemists are trained to appreciate those mechanisms on a uniquely fundamental level. Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians. The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both departments who focus specifically on biochemistry for their academic vocation. Biochemistry Faculty Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck, Joan Kunz, Benjamin Binder, Amanda Case, Vivian Feng, Michael Wentzel (Chair). Degree and Major Requirements Bachelor of Science in Biochemistry Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 253 and 253L - Introductory Cellular Biology BIO/CHM 369 and 369L – Biochemistry BIO/CHM 370 - Biochemistry II CHM 115 and 115L - General Chemistry I and Lab CHM 116 and 116L - General Chemistry II and Lab CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L - Calculus I One of MAT 146 or MAT 245 o MAT 146 and 146L - Calculus II o MAT 245 - Calculus III Two semesters of CHM 491 - Chemistry Seminar Minimum 8 additional credits from: o BIO 255 and 255L - Genetics o BIO 361 and 361L - Plant Biology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology 84 ● ● o BIO 486 and 486L - Immunology o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o PHY 317 - Biophysics o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major) o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry o BIO 499 / CHM 499 - Independent Study (maximum 4 credits) Four credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab One Keystone course chosen from: o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. General Education Accommodation BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Transfer Course Policy for Majors and Minors Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the departments, subject to review by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be completed in residence (at Augsburg University). Departmental Honors in Biochemistry The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major. Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research). Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and a oral discussion of your project with the Honors Faculty 85 committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of grade of C- in all courses that are prerequisite for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses applied toward the major must be traditionally graded. Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or chemistry during their final year of the program. The exam will appear on the graduation checklist. Biochemistry for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson-Blackwell. Graduate Training in Biochemistry Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through internships and summer research experiences. Careful consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research options. For a complete list of courses and descriptions, see the Course Description Search. 86 Biology From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our students acquire the necessary knowledge to fully understand biological phenomena. Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and (5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty and subsequently present your research at regional, national, and international meetings. Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in post-secondary teaching, basic and applied research, and public health or have entered professional programs in medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as laboratory technologists and teachers. Biology Faculty Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck Degree and Major Requirements Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. All of the following courses are required for the major: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity BIO 253 and 253L - Introductory Cellular Biology BIO 255 and 255L - Genetics CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I One of PHY 107, PHY 116, or PHY 121 o PHY 107 and 107L - College Physics I o PHY 116 and 116L - Introduction to Physics o PHY 121 and 121L - General Physics I MAT 114 - Precalculus (or achievement of MPG 4) One of MAT 145, MAT 163, MAT 164, or PSY 215 o MAT 145 and 145L - Calculus I o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM o PSY 215 - Research Methods and Statistics I One Keystone course chosen from: 87 ● o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Five upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481, or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different BIO485 courses in place of one upper division elective: o BIO 351 and 351L - Invertebrate Zoology o BIO 353 and 353L - Comparative Vertebrate Anatomy o BIO 361 and 361L - Plant Biology o BIO 369 and 369L - Biochemistry o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 444 and 444L - Genomics and Biotechnology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology o BIO 481 and 481L - Ecology o BIO 485 - Advanced Topics in Biology (completed twice) o BIO 486 and 486L - Immunology o BIO 495 - Special Topics in Biology o ENV 320 and 320L - Environmental Science o PHY 317 and 317L - Biophysics General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted. Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. 88 Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by successfully completing one of the following: 1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399, BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and a written report in the style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the time of the proposal submission so that successful recipients of departmental honors can be recognized during graduation ceremonies. 2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final presentation). 3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology. Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg University. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. For courses with a separately graded lab, students must earn an average of C- for both the lecture and lab with no less than a D- grade in the lab. A grade of C- or higher must be earned in all upper division biology courses applied toward meeting the requirements of a major. All biology courses applied toward the major must be traditionally graded. Students completing a biology major will be required to take the ETS Major Field Test in Biology during their final year of the program. The exam will appear on the graduation checklist. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making an application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas 89 should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey Richardson-Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through internships and summer research experiences. Careful consultation with a biology advisor is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives. Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an introductory geology course. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. The state requirements may be subject to change after the publication of this catalog. Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University. Students must have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 90 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy Freiheit (Psychology), David Matz (Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen courses, including at least five courses numbered 300 or above: ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Ecology, Evolution and Diversity BIO 253 and 253L - Introductory Cellular Biology BIO 475 and 475L - Neurobiology CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 – Biopsychology Two Psychology electives from the following: o PSY 253 - Aging and Adulthood o PSY 262 - Abnormal Psychology o Either PSY 299 or two semesters of PSY 360 ▪ PSY 299 - Directed Study (Research in Biopsychology) ▪ PSY 360 - Psychology Laboratory (two semesters) o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 391 - Individual Differences o PSY 410 - Clinical Neuropsychology o PSY 491 - Advanced Research Seminar o PSYC 322 - Sensation and Perception (St. Thomas) o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) o PSYC 378 - Psychology of Language (Macalester) o PSYC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: o BIO 255 and 255L - Genetics o BIO 369 and 369L - Biochemistry o BIO 471 and 471L - Advanced Cell and Molecular Biology o BIO 473 and 473L- Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) 91 ● o BIOL 356 - Cellular and Molecular Neuroscience (Macalester) o PHY 317 and 317L – Biophysics One Keystone course chosen from: o BIO 490 - Biology Keystone o PSY 400 - Keystone Internship o SCI 490 - Integrated Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. Other Requirements An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for all courses (200 level and above) applied to the major. At least two of the electives applied towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 92 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jacob Enger, Cory Erickson, Kellie Groon, Marc D. Isaacson, Soebin Jang, Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield General Requirements Majors The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined Business and Economics major, which incorporates courses from both the Departments of Business Administration and Economics. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. The Department of Business Administration offers eight minors: Business Administration (for non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International Business, Music Business, Accounting, Management Information Systems, and Marketing. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area or the chair. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The Business Administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is recommended students start the process during their junior year. More information is available on the Departmental Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information. Internships Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be 93 valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding an internship placement within an organization which supports their major and provides direction and support. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for international business courses or other overseas opportunities. Master of Business Administration Classes Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those courses towards their undergraduate degree. Students must meet the following criteria: ● ● ● ● Undergraduate business students in good academic standing with an overall GPA of 3.50 or better Undergraduate students who have taken all of the prerequisite courses Advisor approval required Permission of the MBA Director required Undergraduate senior business students may take up to a maximum of two graduate courses. If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course. Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies: No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42 additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the courses selected will count toward the appropriate programs (at Augsburg or elsewhere). P/LP/N Grades Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details regarding P/LP/N grades. Business Core Requirements* *The exceptions are the Business/Economics major and the Music Business major. Thirteen courses including: ● ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management BUS 301 - Business Law BUS 362 - International Business ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors) o MIS 264 - Statistical Literacy for Managers o MIS 379 - Quantitative Methods for Business and Economics MKT 252 - Principles of Marketing One of the following mathematics courses: o MAT 110 - Finite Mathematics o MAT 111 - Mathematics in Society 94 o o o o ● MAT 114 – Precalculus MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 171 - Discrete Mathematics for Computing (MAT 171 is required for Management Information Systems majors) o MAT 173 - Mathematics of Finance o MAT 273 - Statistical Modeling One of the following communications courses: o COM 111 - Public Speaking o COM 112 - Contest Public Speaking o COM 115 - Scientific and Technical Public Speaking o ENL 223 - Writing for Business and the Professions o ENL 240 - Introduction to Literary Study o ENL 241 - Introduction to Cinema Art o ENL 250 - American Voices o ENL 251 - Introduction to African American Literature o ENL 255 - American Indian Literature o ENL 260 – Authors o ENL 270 – Themes o ENL 280 – Genres o ENL 290 - Explorations in Language and Theory o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815 o HIS 103 - A Global History of Europe Since 1750 o HIS 282 - Women and Gender in U.S. History since 1848 Further explanation of the above: ● ● The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287). The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF status. For a complete list of courses and descriptions, see the Course Description Search. 95 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. Within this area, there is one specialization available to Day students called Music Business and another option available to both Day and AU students called the Combined Business and Economics major. These two areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. These majors involve substantial courses from outside the Department. The major requirements for these majors are shown below. Degree and Major Requirements Business Administration Major with a Specialization in Music Business Eight business and economics courses including: ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242) FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Two allied requirements in economics: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Courses: ● ● ● ● ● ● MUS 105 - Careers in Music Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS/BUS 399 – Internship MUS 162 – Entrepreneurship for Creative Businesses** MUS 408 – Current and Future Issues in the Music Industry** **Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of MUS162 and MUS408 12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg), selected from: ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 - Worlds of Music MUS 241 - History of Jazz (other MUS courses as approved by advisor) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or MIS 379 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 96 Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Eleven courses including: ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing One of MIS 379 or FIN 331 o MIS 379 - Quantitative Methods for Business and Economics o FIN 331 - Financial Management One other upper division BUS, ACC, FIN, MIS, or MKT course ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One other upper division ECO course (ECO399 may not be applied to this requirement) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration *This minor is not available to students majoring in Accounting, Finance, International Business, Management, Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot grant two academic credentials for the same set of courses. Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting MKT 252 - Principles of Marketing BUS 242 - Principles of Management One of MIS 379, MIS 264, or FIN 331 o MIS 379 - Quantitative Methods for Business and Economics o MIS 264 - Statistical Literacy for Managers o FIN 331 - Financial Management One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the Department Chair. Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer Science, Mathematics, Physics, Psychology) Six courses including: ● ACC 221 - Introduction to Financial Accounting 97 ● ● ● ● ● One of BUS 242 or ENT 254 o BUS 242 - Principles of Management o ENT 254 - Entrepreneurship ECO 113 - Principles of Microeconomics MKT 252 - Principles of Marketing PHI 120 - Ethics One of BUS 399 or BUS 397 o BUS 399 - Internship o BUS 397 - Internship Minor in Entrepreneurial Studies The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five required courses are intended to be completed during the last three years of school with the capstone class taken during their senior year. ● ● ● ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC 250 - Accounting for Entrepreneurs ECO 113 - Principles of Microeconomics ENT 254 - Entrepreneurship ENT 354 - Managing Innovation and Design Thinking One of BUS/ECO 399 or the ENT Senior Incubation Project o BUS/ECO 399 – Internship o ENT 400-level Senior Incubation Project (course currently in development) Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music Department for requirements. For a complete list of courses and descriptions, see the Course Description Search. 98 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules CMA exam: www.imanet.org/cma_certification Degree and Major Requirements Accounting Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Accounting Courses: Six courses including: ● ● ● ● ● ● ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting ACC 326 - Individual Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion 99 of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from an Augsburg professor and one from an employer) Personal statement Example of their writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Marc McIntosh Minor in Accounting Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting One of the following: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics o FIN 331 - Financial Management o MIS 260 - Problem Solving for Business o MIS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 100 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Finance Courses Five courses including: ● ● ● ● ● ACC 322 – Intermediate Accounting I ECO 315 - Money and Banking FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 101 International Business The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Required International Business Courses: Four courses including: ● ● ● ● BUS 465 - International Management MKT 466 - International Marketing One of ECO 360, ECO 370, or FIN 460 o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance Complete three semesters of a foreign language o FRE 211 - Intermediate French I o GER 211 - Intermediate German I o SPA 211 - Intermediate Spanish I o Another language in transfer Further explanation of the above: Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in International Business Six courses including: ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC250 - Accounting for Entrepreneurs One of BUS 242 or MKT 252 102 ● ● o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: o BUS 362 - International Business o BUS 465 - International Management o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance o MKT 466 - International Marketing Students should consult the area coordinator concerning acceptable alternatives in international economics. For a complete list of courses and descriptions, see the Course Description Search. 103 Management The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Required Management Courses: Four courses including: ● ● ● ● BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management One of MIS 376 or ECO 318 o MIS 376 - Project Management o ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 104 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements ● Must take MAT 171 as math course Required MIS Courses: Seven courses including: ● ● ● ● ● ● ● MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) One of CSC 170 or CSC 240 o CSC 170 - Introduction to Object-Oriented Programming (Java) o CSC 240 - Information Security and Assurance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Analytics Seven courses including: ● ● ● ● ● ● CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 310 - Introduction to Data Science MIS 375 - E-Commerce MIS 479 - Business Analytics - Course has been discontinued – see director chair for alternative options One of MAT 163, MAT 164, or MIS 379 o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM o MIS 379 - Quantitative Methods for Business and Economics One of MAT 171, MAT 145, or MAT 122 o MAT 171 - Discrete Mathematics for Computing o MAT 145 and 145L - Calculus I o MAT 122 - Calculus for Social and Behavioral Sciences 105 ● One of MIS 270 or CSC 352 o MIS 270 - Data Management for Business o CSC 352 - Database Management and Design Minor in MIS Six courses including: ● ● ● ● ● ACC 221 - Introduction to Financial Accounting One of BUS 242 or MKT 252 o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor): o MIS 270 - Data Management for Business o MIS 375 - E-Commerce o MIS 376 - Project Management o ECO 318 - Management Science For a complete list of courses and descriptions, see the Course Description Search. 106 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field after graduation. Degree and Major Requirements Marketing Major Business Core Requirements Required Marketing Courses: Five courses including: ● ● ● ● ● MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing One of MKT 350 or MKT 354 o MKT 350 - Consumer Behavior o MKT 354 - Sales Management One of MKT 355 or MKT 357 o MKT 355 - Marketing Communications o MKT 357 - Advertising Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in Marketing Five courses including: ● ● ● ● MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis One of MKT 355 or MKT 357 o MKT 355 - Marketing Communications o MKT 357 – Advertising Two additional marketing courses For a complete list of courses and descriptions, see the Course Description Search. 107 Chemistry Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists: ● ● ● ● To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate varied study areas with the sciences. As science majors, they will be knowledgeable problem solvers who care and connect with the community. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining, understanding and appreciating the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Michael Wentzel (Chair), Jessica Allen, Benjamin Binder, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R. Hanson, Joan C. Kunz Degree and Major Requirements Bachelor of Arts ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 369 and 369L - Biochemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I 108 ● ● ● PHY 122 and 122L - General Physics II 4 additional credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II CHM 251 and CHM 251L - Organic Chemistry I CHM 252 and CHM 252L - Organic Chemistry II CHM 280 and CHM 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 369 and CHM 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) CHM 499 - Introduction to Chemical Research SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II COM 115 or COM 111 - a public speaking course One course from: o CHM 464 - Advanced Organic Chemistry o CHM 482 - Advanced Inorganic Chemistry 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab 109 Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their academic careers. Bachelor of Science (non-ACS-Approved) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II SCI 490 - Integrated Science or other approved Keystone 12-credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 4 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Bachelor of Science (American Chemical Society Approved Major) ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis 110 ● ● ● ● ● ● ● ● ● CHM 482 - Advanced Inorganic Chemistry CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Keystone or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II 4-credits from: o CHM 370 - Biochemistry II o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L - Biophysics BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum Modifications section of this catalog for details. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division chemistry courses. Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: ● ● A summer or academic year chemistry, biochemistry or biophysics research or internship via successful completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research). Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal letter of intent will be composed of no more than one page of text providing the following: 1. Title of project; 2. Abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; 3. Name and signature (with date) of your faculty mentor; and 4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry Department) who have agreed to serve as your Departmental Honors Committee. A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year. 111 Minor in Chemistry Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg. Transfer Course Policy for Majors and Minors Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the department, subject to review by the chair. Only those chemistry courses successfully completed (C- or above) will be considered. Other Requirements At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor. Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 112 Communication Studies, Film, and New Media Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film, and New Media. Prospective majors should meet with a program advisor as early as possible to design an approved major program, preferably by the end of the sophomore year. Faculty Communication Studies Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, David Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie Film Studies Jenny Hanson (Program Director), Michael Burden, Robert Cowgill,, Darcey Engen, Elise Marubbio New Media Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher Houltberg, Rebecca John, Emily Lyman, Julie Longo Degree and Major Requirements Communication Studies Major, Bachelor of Arts For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: ● ● ● ● ● ● ● ● ● One of COM 111, COM 112, or COM 115 o COM 111 - Public Speaking o COM 112 - Contest Public Speaking o COM 115 - Scientific and Technical Public Speaking COM 120 - Mass Media and Popular Culture One of COM 254 or COM 355 o COM 254 - Interpersonal Communication o COM 355 - Small Group Communication COM 280 - Introduction to Communication Studies COM 301 - Research Methods in Communication Studies COM 329 - Intercultural Communication COM 351 – Argumentation COM 352 – Persuasion COM 490 - Keystone: Critical Conversations about Vocation A total of 3 electives must be taken from following categories (one course must be from COM): ● 1 to 3 electives from the following (may not count the same course twice): o COM 243 - Studio Production o COM 247 - Documentary History and Theory o COM 260 - Environmental Communication o COM 299 - Directed Study o COM 321 - Business and Professional Speaking o COM 345 - Organizational Communication o COM 399 - Internship 113 ● o COM 405 - Nonverbal Communication o COM 415 - Advanced Critical Media Studies o COM 480 - Public Relations/Promotional Communication o COM 495 - Communication Topics o COM 499 - Independent Study 0 to 2 approved outside electives from another major, for example: o ART 132 - Photography I o ART 201 - Introduction to Graphic Design o ART 215 - Introduction to Web Design o BUS 242 - Principles of Management o ENL 227 – Journalism o ENL 228 - Broadcast and Online Journalism o FLM 399 – Internship o MKT 252 – Marketing o Another course approved by Communication Studies department Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor For transfer students, at least three of these six courses must be courses completed at Augsburg. Six courses including: ● ● ● ● ● COM 111 - Public Speaking COM 280 - Introduction to Communication Studies COM 329 - Intercultural Communication COM 351 - Argumentation Two elective courses chosen from the following 4-credit courses: o COM 120 - Mass Media and Popular Culture o COM 243 - Studio Production o COM 247 - Documentary History and Theory o COM 254 - Interpersonal Communication o COM 260 - Environmental Communication o COM 301 - Research Methods in Communication Studies o COM 299 - Directed Study o COM 321 - Business and Professional Speaking o COM 345 - Organizational Communication o COM 352 - Persuasion o COM 355 - Small Group Communication o COM 399 - Internship 114 o o o o o o COM 405 - Nonverbal Communication COM 415 - Advanced Critical Media Studies COM 480 - Public Relations/Promotional Communication COM 490 - Keystone: Critical Conversations about Vocation COM 495 - Communication Topics COM 499 - Independent Study Film Major The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s Studies, to name a few. Required of all Film Majors: Nine core courses plus three electives from one of two tracks of study: ● ● ● ● ● ● ● ● ● ● FLM 180 - Film Sight and Sound FLM 216 - Film Production I FLM 260 - Documentary Production I FLM 420 - Issues in Contemporary Cinema FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation COM 247 - Documentary History and Theory ENL 241 - Intro to Cinema Arts ENL 371 - History of Cinema One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television) o THR 232 – Acting o THR 233 - Acting for Camera Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may need to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 - Photography ART 215 - Introduction to Web Design ART 315 - Graphic Systems ART 340 - Digital Imaging COM 243 - Studio Production ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting FLM 124 - Monster Movies FLM 240 - Animation FLM 312 - Film Production II FLM 348 - Intermediate Video Production FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study MUS 130 - Introduction to Music in the Fine Arts 115 PHY 119 - Physics for the Fine Arts THR 328 - Theatrical Design Track 2: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: AIS 264 - American Indians in the Cinema AIS 364 - Indigenous Filmmakers AIS 208 - Native American/First Nations Women and Film ART 240 - Art History Survey ENL 221 - Intermediate Expository Writing About the Arts ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting ENL 240 - Introduction to Literary Study ENL 430 - Advanced Studies in Theory and Method FLM 124 - Monster Movies FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHI 120 - Ethics PHY 119 - Physics for the Fine Arts RLN 319 - Religion at the Movies SPA 248 - Spanish and Latin American Culture Through Film Film Minor ● ● ● ● ● ● COM 120 - Mass Media and Popular Culture COM 247 - Documentary History and Theory ENL 241 - Introduction to Cinema Arts ENL 371 - History of Cinema FLM 180 - Film Sight and Sound FLM 420 - Issues in Contemporary Cinema New Media Major, Bachelor of Arts The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments. The program fosters learning to manage change in media, creating effective expressions (communications, creative works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study to understand the relationships between technology and culture. The major involves options for courses in art, business, communication, computer science, education, English, music, political science, and more. Students are encouraged to double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path of study as approved by the program advisor. Required of all New Media Majors: ● ● ● ● ● ● ● NMS 220 - Foundations of New Media NMS 242/ENL 242 - Electronic Literature COM 415 - Advanced Critical Media Studies POL 371 - Internet Law One of the following: o NMS 399 - Internship o NMS 375 Practicum o Internship, Practicum, or Workshop in Concentration NMS 490 - Vocation and New Media (or Keystone in Concentration) Four courses (or at least 16 credits) from the new media electives list: 116 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o ART 102 - Design ART 124 - Graphic Design Production: InDesign (1cr) ART 125 - Graphic Design Production: Illustrator (1cr) ART 126 - Graphic Design Production: Photoshop (1cr) ART 133 - Introduction to Digital Photography ART 180 - Intro to Community-based Photography ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 226 - Artist Workshop (1cr) ART 315 - Graphic Systems ART 340 - Digital Imaging COM 243 - Studio Production CSC 250 - Game Programming on the Web CSC 431 - Intro to AI Robotics CSC 495 - Topics: Mobile Applications EDC 220 - Educational Technology ENL 221 - Intermediate Expository Writing about the Arts ENL 226 - Introduction to Creative Writing ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting ENL 241 - Introduction to Cinema Art ENL 290 - Explorations in Language and Theory ENL 324 - Creative Non-Fiction ENL 371 - History of Cinema ENL 427 - Advanced Studies in Media, Ethics, and Theory FLM 180 - Film, Sight, and Sound FLM 240 - Animation FLM 260 - Documentary Production I FLM 372 - Producing for Film and Television INS 330 - Art Praxis: Social Justice Theory and Practice in the Field INS 331 - Art and Culture in Political, Social and Historical Context MUS 221 - Intro to Music Technology MUS 272 - Human Identity through the Creative Arts MUS 336 - Arts Management and Concert Promotion NMS 230 - Social Media NMS 260 - New Media Production NMS 295 - Topics in New Media NMS 320 - Contemporary New Media Practices NMS 495 - Topics in New Media NMS 499 - Independent Study PHI 260 - Philosophy and the Arts PHY 261 - Electronics POL 342 - Mass Communication and Society POL 495 - Impact of the Internet RLN 216 - Religion and Science in Popular Culture New Media Concentration in Promotional Communication This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make effective use of new media technologies. Students are required to take the New Media core and four of the following courses: 117 COM 120 - Mass Media and Popular Culture COM 480 - Public Relations/Promotional Communication ENL 228 - Broadcast and Online Journalism ENL 427 - Advanced Studies in Media, Ethics, and Theory NMS 230 - Social Media NMS 260 - New Media Production NMS 320 - Contemporary New Media Practices New Media Concentration in Game Design This concentration emphasizes the social significance of computational problem solving within the game narrative and game-based environments. Students are required to take the New Media core and the following courses: CSC 240 - Information Security and Assurance CSC 250 - Game Programming on the Web Two from the following: CSC 373 - Symbolic Programming and Artificial Intelligence CSC 495 - Mobile Applications CSC 431 - Intro to AI Robotics New Media Concentration in Web Design This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in design, learn coding, and obtain valuable skills in understanding the impact of such on society. Students are required to take the New Media core and the following courses: ART 124 - Graphic Design Production: InDesign ART 127 - Graphic Design Production: HTML/CSS ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 315 - Graphic Systems POL 495 - Impact of the Internet New Media Minor Four core courses and 8 elective credits: ● ● ● ● ● NMS 220 - Foundations of New Media NMS 242/ENL 242 - Electronic Literature COM 415 - Advanced Critical Media Studies POL 371 - Topics: Internet Law Two courses or 8 credits from the new media elective list. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the 118 following courses: COM 301 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164 or PHY 119 for Film and New Media majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 119 Critical Race and Ethnicity Studies The outline of the Critical Race and Ethnicity Studies major and minor have been approved by the Augsburg faculty; Augsburg is currently seeking approval through both the Higher Learning Commission and the Minnesota Office of Higher Education. All courses listed below are still in development. Degree and Major Requirements A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses must be numbered 300 or above. Each course for the major can only satisfy one requirement. The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined below. ● ● ● ● ● CRS 100 - Introduction to Critical Race and Ethnicity Studies CRS 300 - Critical Race and Ethnicity Studies Theory and Methods CRS 490 - Critical Race and Ethnicity Studies Senior Seminar Complete five focus area courses, with three in the primary focus area and one from each of the other two areas. o Africana Studies ▪ CRS 120 - Topics in Africana Studies ▪ CRS 320 - Topics in Africana Studies ▪ CRS 420 - Colloquium in Africana Studies o Asian American and Pacific Islander Studies ▪ CRS 140 - Topics in Asian American and Pacific Islander Studies ▪ CRS 340 - Topics in Asian American and Pacific Islander Studies ▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies o Latine/x Studies ▪ CRS 160 - Topics in Latine/x Studies ▪ CRS 360 - Topics in Latine/x Studies ▪ CRS 460 - Colloquium in Latine/x Studies Complete eight credits of additional electives, chosen from: o CRS 101 - Topics in Critical Race and Ethnicity Studies o CRS 301 - Topics in Critical Race and Ethnicity Studies o CRS 400 - Colloquium in Critical Race and Ethnicity Studies Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in Critical Race and Ethnicity Studies Complete CRS 100 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above. 120 Culture and Social Justice Minor The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories, struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized marketplace. Coordinators Andrew Aoki and Elise Marubbio Minor Requirements A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for approval. One introductory course: AIS 105 - Introduction to American Indian Studies ANT 141 - Introduction to Cultural Anthropology CCS 100 - Introduction to Cultural Studies One course is required from each of the four clusters: Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches to understanding globalization and marginalization. One course is required. AIS 208 - Native American/First Nations Women and Film AIS 364 - Indigenous Filmmakers COM 329 - Intercultural Communication PSY 261 - Personality and Cultural Context SOC 240 - Protest and Social Change: Sociology of Social Movements SOC 265 - Race, Class, and Gender SOC 290 - Cultures of Violence THR 245 - Introduction to Pan-Asian Theater WST 305* - Introduction to Queer Studies WST 315 - Margins as Center: Feminist Theory WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in which Augsburg resides, and be able to explain how those communities have been shaped by and responded to marginalization. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 302 - Indigenous Expressive Forms AIS 304 - Engaging Native Communities ENL 355* - Themes in American Indian Literature POL 122/URB 122 - Social Justice in Urban America 121 National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 264 - American Indians in the Cinema ART 290/ ART 390 - Native American Art ENL 250* - American Voices ENL 251* - Introduction to African American Literature ENL 255* - American Indian Literature ENL 350* - Readings in African American Literature ENL 365* - Contemporary Post-Colonial Fiction HIS 236 - American Indian History HIS 241, 242, 243 - African American History POL 282 - Asian American Politics THR 270 - Introduction to Black Theater Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national boundaries, and the ways that people around the world are adapting to changing environments. One course is required. AIS 305† - Indigenous Issues of the Americas [Travel seminar]* ART 100† - special topic on pottery & spirituality; taught in Guatemala* ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art HIS 150/350 - Revolutions, Republics, and Resilience in Latin America HIS 155/355 - Cultural Conflict and Change in Latin America HIS 162/362 - Modern South Asia HIS 327† - Racism and Resistance in Southern Africa and the United States* HIS 357†* - Mexican History, Culture, and Cosmovision POL 158 - Introduction to Political Science POL 359* - Topics POL 459* - Topics in Comparative Politics SPA 332* - Latin American Civilizations and Culture WST 250 - Global Perspectives on Gender and Sexuality WST 335†* - Contemporary Latin American Women WST 341†* - Globalization, Social Struggles, and the Environment CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement. Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for Global Education and Experience at one of their international locations, while others may be done through a study abroad seminar. Courses marked with an asterisk have one or more prerequisites. One capstone course: In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be able to describe the ways that people around the world adapt to the forces of globalization, and the role that those forces play in creating or reinforcing pressures of marginalization. AIS 405: Indigenous Activism and Resistance in the Americas INS 495: Topics For a complete list of courses and descriptions, see the Course Description Search. 122 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a C- grade. Economics Faculty Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva Degree and Major Requirements Major in Economics, BA ● ● ● ● ● ● ● ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three four-credit upper division economics electives (ECO399 may not be applied to this requirement) One of MIS 379, MAT 163, or MAT 164 o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics o MAT 164 – Introductory Statistics for STEM 123 ● One of MAT 114, MAT 145, or MAT 146 o MAT 114 – Precalculus o MAT 145 and 145L - Calculus I o MAT 146 and 146L - Calculus II Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics One of ECO 312 or ECO 315 o ECO 312 - Intermediate Macroeconomics o ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 350 - Labor Economics ECO 360 - International Economics ECO 490 - Research Methods in Econometrics ENL 223 - Writing for Business and the Professions One of ECO 399 or ECO 499 o ECO 399 - Internship Program o ECO 499 - Independent Study One of MIS 379, MAT 163, or MAT 164 o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM One of PHI 120 or PHI 125 o PHI 120 - Ethics o PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration, BA Five Economics courses and supporting courses in other departments: ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing One of FIN 331 or MIS 379 o FIN 331 - Financial Management o MIS 379 - Quantitative Methods for Business and Economics 124 ● ● One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement) One four-credit upper division Business elective Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer Science) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 373 - Probability Theory MAT 374 - Statistical Theory and Applications One of MAT 324, MAT 369, or MAT 377 o MAT 324 - Analysis o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences o MAT 377 - Operations Research Two four-credit upper division Economics courses To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of: ● ● ● MAT 163 - Introduction to Statistics MAT 164 - Introduction to Statistics for STEM MIS 379 - Quantitative Methods for Business and Economics Recommended Courses: CSC 165 - Introduction to Computer Programming (Python) Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. 125 Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics This minor is not available to students majoring in the combined major of Business Administration and Economics. ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional four-credit upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 126 Education The Department of Education maintains liberal arts-based teacher education programs that are approved by the Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for: ● ● ● ● ● Elementary (grades K-6) Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening program only*) General Science (5-8) initial license Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program Availability Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or AU* undergraduate program. Contact the Education Department or the Office of Admission for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the Education Department are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students 127 who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply through the Study Abroad and Study Away Office in the Center for Global Education and Experience. Education Faculty Joseph Erickson, Jennifer Diaz, Sally Durand, Terrance Kwame-Ross (Chair), Audrey Lensmire, Rachel Lloyd, Jason Lukasik, Joaquin Munoz 128 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite. MAT 137 - Mathematics for Elementary Teachers I (fall) MAT 138 - Mathematics for Elementary Teachers II (spring) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World and PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) and BIO 102 - The Biological World Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Foundations Block I ● EDC 200 - Orientation to Education in an Urban Setting** ● Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians ● EDC 220 - Educational Technology ● EED 225 - Foundations of Literacy 129 Foundations Block II ● EDC 310 - Learning and Development in an Educational Setting Methods Block I (Courses from this point on require admission to the department) ● EED 311 - K-6 Methods: Health ● EED 312 - K-6 Methods: Physical Education ● EED 325 - K-6 Methods: Literacy ● EED 326 - Elementary Reading K-6 Field Experience** ● EED 386 - K-6 Methods: Children’ Literature Methods Block II ● EED 336 - Advanced Literacy Methods** ● EED 341 - K-6 Methods: Art ● EED 342 - K-6 Methods: Music ● EED 350 - K-6 Methods: Mathematics** ● EED 360 - K-6 Methods: Science** ● EED 370 - K-6 Methods: Social Studies/Thematics ● EED 380 - Kindergarten Methods** Capstone Block ● EDC 410 - Learners with Special Needs** ● EDC 490 - School and Society Student Teaching Block Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major. ● ● EDC 481 - Student Teaching: Initial License (12-14 weeks) EED 489 - Teacher Performance Assessment and Student Teaching Seminar Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ● ● ● ● ● ● ● ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study One of COM 254, COM 329, COM 351, or COM 355 o COM 254 - Interpersonal Communication o COM 329 - Intercultural Communication o COM 351 – Argumentation o COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area** ESE 350 - 5-12 Methods: Literature and Reading** EDC 482 - Student Teaching: Endorsement Social Studies (5-8th grade) ● ● ● POL 121 - American Government and Politics One of HIS 120, HIS 121, or HIS 122 o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815 o HIS 121 - An Empire for Liberty? 19th Century U.S. History o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S. ECO 113 - Principles of Microeconomics 130 ● ● ● ● ● One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa o PSY 105 - Principles of Psychology o SOC 121 - Introduction to Sociology o ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography ESE 300 - Reading/Writing in the Content Area** ESE 311 - Middle School Methods: Social Studies** EDC 482 - Student Teaching: Endorsement Mathematics (5-8th grade) ● ● ● ● ● ● ● ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373: Probability Theory MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Endorsement General Science (5-8th grade) ● ● ● ● ● ● ● ● ● ● BIO 102 - The Biological World BIO 121 - Human Biology CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics SCI 106 - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area** ESE 341 - Middle School Methods: Natural Science** EDC 482 - Student Teaching: Endorsement Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 131 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admission is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekday evening* framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: ● ● ● HPE 115 - Chemical Dependency Education ENL 111 - Effective Writing II Modern language prerequisites (2 years high school or 1 year college language) Required Education Courses for ESL: ● ● ● ● ● ● ● ● EDC 200 - Orientation to Education in an Urban Setting** Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EDC 410 - Learners with Special Needs** ESE 325 - Creating Learning Environments EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** ESL Major Courses ● ● ● ● ● ● ● ● ● ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy** ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods ** ESL 490 - Language, Culture, and Schools (Keystone requirement) EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 132 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ● ● ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I ● EDC 200 - Orientation to Education in an Urban Setting** ● Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians ● EDC 220 - Educational Technology Foundations Block II ● EDC 310 - Learning and Development in an Educational Setting Courses from this point and on require admission to the Education Department. Methods Block I ● ESE 300 - Reading/Writing in the Content Area** ● ESE 325 - Creating Learning Environments Methods Block II ● ESE 3XX - K-12 or 5-12 Methods in Content Area** Capstone Block ● EDC 410 - Learners with Special Needs** ● EDC 490 - School and Society Student Teaching Block ● One of EDC 481 or EDC 483 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar 133 A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of C- or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admission Offices for information. For a complete list of courses and descriptions, see the Course Description Search. 134 Special Education: Academic Behavioral Strategist The special education ABS major is available only through the AU* program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field experience requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and undergraduate credits. Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill liberal arts requirements: ● ● ● ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) Required Education Courses for ABS: ● ● ● ● ● EDC 200 - Orientation to Education in an Urban Setting** Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EED 225 - Foundations of Literacy Students must be admitted to Education Department to take courses beyond this point. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 336 - Advanced Literacy Methods** EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EDC 410 - Learners with Special Needs** EDC 330 - Building the Public Good: Public Achievement and Organizing I EDC 331 - Practicum in Public Achievement I EDC 332 - Building the Public Good: Public Achievement and Organizing II EDC 333 - Practicum in Public Achievement II SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. 135 Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: ● ● ● ● ● ● EDC 410 - Learners with Special Needs** EDU 491 - Practicum and Seminar in Special Education** PSY 105 - Principles of Psychology SOC 231 - Family Systems: A Cross-Cultural Perspective One of PSY 250, PSY 252, or PSY 253 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o PSY 253 - Aging and Adulthood One of PSY 357, PSY 359, SOC 265, or SWK 301 o PSY 357 - Behavior Analysis o PSY 359 - Assessment o SOC 265 - Race, Class and Gender o SWK 301 - History and Analysis of Social Policy Interested students should contact the director of Special Education at the outset of coursework For a complete list of courses and descriptions, see the Course Description Search. 136 English Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to frame human events within diverse world views. Those who study English typically believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. At the same time, the English Department’s emphasis on writing helps our students to clarify and share their thoughts. English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and language. Like science, English is interested in discovering order and determining structures. Like speech and communication, English studies the effective use of language. Like history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area. Plays, films, and readings are available near the campus, often within walking distance. English majors also have opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language Learner (ELL) students, or tutoring in the Writing Lab. Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Robert Cowgill, Stephan Clark, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Kathryn Swanson, Mzenga Wanyama (Chair) Degree and Major Requirements Choosing a Concentration Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and theory; creative writing; and secondary licensure in communication arts/literature. While some of our courses explicitly address theoretical approaches to literature, especially those that examine race, class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry, creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills of the educated and employable citizen. English Major with a Literature, Language, and Theory Concentration The Literature, Language, and Theory concentration provides students various approaches to the study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theater, and Gender, Sexuality, and Women’s Studies. 137 This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including: ● ● ● ● One of ENL 220 or ENL 221 o ENL 220 - Intermediate Expository Writing o ENL 221 - Intermediate Expository Writing About the Arts At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200-level literature courses may count for the major. At least five 300-level courses, with one each in British literature, American literature, and world literature. At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level. Literature, Language, and Theory Minor Five courses above ENL 111, or HON 111, or ENL 112 are required, including: ● ● One of ENL 220 or ENL 221 o ENL 220 - Intermediate Expository Writing o ENL 221 - Intermediate Expository Writing About the Arts Four literature, language, and theory courses, three of which must be upper division courses. English Major with a Creative Writing Concentration The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major, students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of established writers. The creative writing concentration expands competencies in observation, research, and analysis that enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater. To complete this concentration, students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. ● ● ● ● ● ● One of ENL 220 or ENL 221 o ENL 220 - Intermediate Expository Writing o ENL 221 - Intermediate Expository Writing About the Arts ENL 226 - Introduction to Creative Writing ENL 420 - Advanced Studies in Writing (Keystone) One of ART 215, ART 201, or PWC 330 o ART 215 - Introduction to Web Design o ART 201 - Introduction to Graphic Design o PWC 330 - Writing for Digital Media Three literature, language and theory electives, with at least one at the 300-level or higher Three writing electives, with at least two at the 300-level, chosen from: o ENL 227 - Journalism o ENL 228 - Broadcast and Online Journalism o ENL/FLM 229 – Screenwriting o ENL 320 - Fiction One o ENL 321 - Fiction Two o ENL 322 - Poetry One o ENL 323 - Poetry Two o ENL 324 - Creative Non-Fiction o ENL/THR 325 - Playwriting I o ENL/THR 326 - Playwriting II 138 o o o o o o o ENL 329 - Screenwriting II ENL 396 - Internship in Teaching Writing ENL 397/399 - Internship PWC 300 - Playwriting PWC 310 - Topics in Playwriting PWC 320 - Writing for Television An approved ACTC creative writing course Creative Writing Minor A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including: ● ● ● ENL226 - Introduction to Creative Writing One literature, language, and theory elective Three creative writing electives, with at least two numbered 300 or above, chosen from: o ENL 227 - Journalism o ENL 228 - Broadcast and Online Journalism o ENL/FLM 229 - Screenwriting o ENL 320 - Fiction One o ENL 321 - Fiction Two o ENL 322 - Poetry One o ENL 323 - Poetry Two o ENL 324 - Creative Non-Fiction o ENL/THR 325 - Playwriting I o ENL/THR 326 - Playwriting II o ENL 329 - Screenwriting II o ENL 396 - Internship in Teaching Writing o ENL 397/399 - Internship o PWC 300 - Playwriting o PWC 310 - Topics in Playwriting o PWC 320 - Writing for Television o An approved ACTC creative writing course Writing Minor A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the first and sophomore years and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisors in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ● ● ● ● ● ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study ENL 365 - Contemporary Post-Colonial Fiction ENL 380 - Introduction to the English Language ENL 396 - Internship in Teaching Writing 139 ● ● ● One upper division ENL British literature course One upper division ENL American literature course One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410, and 430 Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval) Additional Courses (outside the English Department): ● ● ● ● COM 111 - Public Speaking COM 254 - Interpersonal Communication COM 351 – Argumentation One of COM 120, COM 243, or POL 342 Special Methods (two courses): ● ● ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). MFA Master Class Option Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency course in their genre. Upon successful completion of the same residency requirements as graduate students, master class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits). Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three summer residency course requirements. The MFA Master Class Option is not repeatable. The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University. Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. 140 Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111). Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Effective Writing I (ENL 101), Effective Writing II (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/LP/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Service Courses The department offers these service courses for students as required by a placement test. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. Upper Level Courses The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course. For a complete list of courses and descriptions, see the Course Description Search. 141 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences, humanities, and professional studies to examine the interdependence between humans and the natural world. It provides an understanding of the ecological, social, and cultural processes and problems that bind that world together. Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day, and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents. Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an opportunity for the close study of complex urban environments and their relationship to wider ecological systems. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies program simultaneously studies ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education, ministry, and corporate settings. Environmental Studies Faculty Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political Science, Program Director), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major A total of 14 courses, as follows: ● ● ● ● ● ● ● ● ● ● BIO 152 and 152L - Ecology, Evolution and Diversity and Lab ECO 113 - Principles of Microeconomics ECO 365 - Environmental Economics ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering with more than 63 credits) must take 1 section ENV 320 and 320L - Environmental Science and Lab ENV Internship (ENV 396, 397, 398, or 399) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History One of SWK 210 or ENV 340 o SWK 210 - Environmental Justice and Social Change o ENV 340 - Climate and Environmental Justice One of CHM 102 or CHM 115 o CHM 102 and 102L - Chemistry for Changing Times o CHM 115 and 115L- General Chemistry I and Lab 142 ● ● ● ● One lower division elective chosen from: o AIS 105 - Introduction to American Indian Studies o AIS 205 - Contemporary American Indian Issues o COM 260 - Environmental Communication o ENL 270 - Themes: Environmental Literature (this topic only) o POL 241 - Environmental and River Politics o SOC/URB 111 - City Life: Introduction to Urban Sociology One research methods course chosen from: o COM 301 - Research Methods in Communication Studies o ENV 360 - Field Research Methods and Investigation o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM o MIS 379 - Quantitative Methods for Business and Economics o POL 483 - Political Statistics and Methodology o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis One additional upper division elective chosen from: o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 481 and 481L - Ecology and Lab o ECO 370 - International Economic Development o ENV 310 - Environmental Politics Field Seminar o ENV 330 - Topics in Environmental Studies o ENV 340 - Climate and Environmental Justice o ENV 350 - Ecology and Socio-Ecological Systems Change o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities o POL 325 - Politics and Public Policy o POL/WST 341 - Globalization, Social Struggle and the Environment o RLN 333/WST 313 - Environmental Theology and Ethics o SOC 380 - Disaster and Resilience o SOC/URB 381 - City and Regional Planning One of ENV 492 or ENV 490 o ENV/URB 492 - The City and Environment Keystone o ENV 490 - Environmental Studies Independent Project Environmental Studies Minor Five courses: ● ● ● ● ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) SWK 210 - Environmental Justice and Social Change Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300 or above: o Humanities ▪ COM 260 - Environmental Communication ▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities ▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ▪ RLN 333/WST 313 - Environmental Theology and Ethics o Social Sciences ▪ ECO 365 - Environmental Economics ▪ ENV 310 - Environmental Politics Field Seminar ▪ POL 241 - Environmental and River Politics ▪ POL 325 - Politics and Public Policy 143 o ▪ POL/WST 341 - Globalization, Social Struggle and the Environment ▪ SOC 380 - Disaster and Resilience Natural Sciences ▪ BIO 152 and 152L - Evolution, Ecology, and Diversity ▪ BIO 420 - Conservation Biology ▪ BIO 425 and 425L - Freshwater Ecology ▪ BIO 481 and 481L - Ecology ▪ CHM 115 and CHM 115L- General Chemistry I ▪ ENV 320 and 320L - Environmental Science Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods requirement. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 144 Gender, Sexuality, and Women’s Studies The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary PezechkianWeinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: ● ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 or another mid-level course in feminist theory selected from an approved list WST 485 - Senior Seminar WST 199/399 – Internship The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must be upper division courses. Students may take courses at any of the colleges participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality, and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minors and Concentrations Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. 145 Gender, Sexuality, and Women’s Studies Minor Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies Program Coordinator. Sexuality Studies Minor or Concentration The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies SOC 266 - Sociology of Love, Intimacy, and Sexuality WST 305 - Introduction to Queer Studies Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 315 - Margins as Center: Feminist Theory o HPE 316 - Human Sexuality o WST 281/481 - Topics Global Women’s and Gender Studies Minor or Concentration The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: ● ● ● ● POL 359 - Topics: Women in Comparative Politics WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 - Margins as Center: Feminist Theory Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 281/481 – Topics o WST 313 - Environmental Theology and Ethics o WST 341 - Globalization, Social Struggles and the Environment o WST 357 - Mexican History, Culture and Cosmovision o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa o WST 366 - Latin American Liberation Theologies and Social Change o AIS 208 - Native American/First Nations Women and Film o AIS 305 - Indigenous Issues of Central America o ENL 365 - Contemporary Post Colonial Fiction o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements in Latin America Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who 146 transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and Women’s Studies for approval of courses for the major or minor. For a complete list of courses and descriptions, see the Course Description Search. 147 Health, Physical Education, and Exercise Science All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science. Departmental goals include providing quality experiences and preparation for careers in education, allied health, and fitness professions, along with an education that leads to lifelong participation in wellness activities. The department ensures that all students - recreational participants as well as student athletes - will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in schools and in allied professions. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and chiropractic studies. Faculty Nick Brundy, Anthony Clapp (Chair), Christopher Dixon, Carol Enke, Jill Everett, Aaron Griess, Holly LaBerge, Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael, Michael Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala Degree and Major Requirements Health Education Major ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Measurement in Health, Physical Education and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology One of PSY 250 or PSY 252 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 148 Health Education Minor ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Physical Education Major ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 220 - Motor Learning and Development HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 275 - Prevention and Care of Athletic Injuries HPE 324 - K-6 Physical Education Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 – Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor ● ● ● ● HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 324 - K-6 Physical Education Games and Activities 149 ● ● HPE 334 - 7-12 Sport Skills and Activities HPE 351 - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 114 - Safety Education HPE 275 - Prevention and Care of Athletic Injuries HPE 280 - Coaching Theory The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Exercise Science Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Health and Exercise Psychology HPE 220 - Motor Learning and Development HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 – Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship in Exercise Science HPE 450 - Current Health Issues HPE 452 - Advanced Biomechanics HPE 490 - Exercise Science Seminar and Keystone BIO 103 - Human Anatomy and Physiology Exercise Science Major, BS Pre-Health Science Track This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science and allied professions such as physical therapy, occupational therapy, athletic training, and chiropractic. Students wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 - Medical Terminology, and one of MAT 114 - Precalculus or MAT 145 - Calculus. ● HPE 104 - Components of Fitness 150 ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 304 - Advanced Fitness Training HPE 315 - Exercise Testing and Prescription HPE 350 – Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 – Internship HPE 490 - Exercise Science Seminar and Keystone Supporting courses: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity Complete an anatomy and physiology two course sequence o BIO 353 and BIO 473 ▪ BIO 353 and 353L - Comparative Vertebrate Anatomy ▪ BIO 473 and 473L - Physiology of Humans and Other Animals o HPE 203 and HPE 204 ▪ HPE 203 and 203L - Human Anatomy and Physiology ▪ HPE 204 and 204L - Advanced Human Anatomy and Physiology o BIOL 2610 and BIOL 2620 (St. Catherine) ▪ BIOL 2610 - Human Anatomy and Physiology I ▪ BIOL 2620 - Human Anatomy and Physiology II CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PHY 107 and 107L - College Physics I PHY 108 and 108L - College Physics II PSY 105 - Principles of Psychology Complete one of PSY 215, MAT 163, or MAT 164 o PSY 215 - Research Methods and Statistics I o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM Complete one of PSY 203 or PSY 262 o PSY 203 - Lifespan Development o PSY 262 - Abnormal Psychology Complete one elective chosen from: o HPE 215 - Exercise and Health Psychology o HPE 220 - Motor Learning and Development o HPE 305 - Stress Management o HPE 450 - Current Health Issues o HPE 452 - Advanced Biomechanics Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 151 Exercise Science Minor ● ● ● ● ● BIO 103 - Human Anatomy and Physiology HPE 104 - Components of Fitness Training HPE 350 and 350L - Kinesiology and lab HPE 351 and 351L - Physiology of Exercise and lab Complete eight credits of HPE electives, chosen from the following: o HPE 114 - Health and Safety Education o HPE 215 - Health and Exercise Psychology o HPE 220 - Motor Learning and Development o HPE 280 - Coaching Theory o HPE 304 - Advanced Fitness Training o HPE 315 - Exercise Testing and Prescription o HPE 357 - Measurement in Health, Physical Education, and Exercise Science For a complete list of courses and descriptions, see the Course Description Search. 152 History Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures. We cultivate a critical understanding of past and present that will help students become thoughtful, informed, and engaged participants in the world. Students who major in history ask careful questions, consider multiple perspectives, analyze information, see experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st century. They enrich their own lives and develop the skills to help them make significant contributions to the broader world. After all, history is to a community what memory is to an individual—it is the foundation of identity. History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found careers in law, education, or cultural institutions. Today, they also work in media and communication, management, manufacturing, information technology, administration, finance, social services, data management, and sales. Many pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and business. History Faculty Michael J. Lansing (Chair), Jacqueline deVries, William Green, Maheen Zaman Degree and Major Requirements History Major Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending on specific offerings. ● ● ● ● HIS 200: Why History Matters HIS 300: Doing History in Public HIS 400: Research Seminar Six total elective courses, with at least three being upper division courses, including: o Three global area electives from three different global areas: ▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386 ▪ Africa: HIS 104, 187, 327, 346, or 387 ▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388 ▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332, 335, 336, 338, 343, 349, or 389 ▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474 o One pre-1800 elective chosen from: ▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120 o Two additional HIS electives Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 400 W: HIS 200 and HIS 400 153 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146, MAT163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major requirements. The state requirements will also be subject to change after publication of this catalog. Students should consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social Studies. Minor Five HIS courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee. Other Requirements 100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are advanced. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and 400level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS 300, and HIS 400. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 154 Interdisciplinary Studies Bachelor of Arts in Interdisciplinary Studies The B. A. in Interdisciplinary Studies degree includes the following requirements: ● ● ● ● ● ● ● A student must complete at least 40 credits for the major. Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include 4 credits of 200-level language courses. A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a 300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are typically part of a major in that field). If a student elects to have two concentration fields of study, the student will take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from each of two different course prefixes). A student must also complete all core and signature curriculum requirements. A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not included in the 40 credit total.) Options include: o A capstone/keystone course in one of their concentration disciplines; o An internship or faculty mentored research and KEY 490; or o An independent study capstone experience and KEY 490. A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this major in consultation with the Director of Assessment and the Director of General Education. The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be noted on the transcript. The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the proposed major. Each major will include at least 3 institutional student learning outcomes. a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context d. identify the broad foundations for sustainable living and apply them in demonstrable ways e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve problems in creative, analytical, and integrative ways f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts All Interdisciplinary Studies majors will include the following learning outcome. h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more fields studied in depth The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a major plan. Specialized training will be developed for faculty mentors who are working with students in this major developed with input from Academic Advising, the Director of General Education, and the Director of Assessment. Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by our current academic management software. The major plan will be approved by the advisor, the department chair of each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the Registrar. 155 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements International Relations Major Required Core Courses ● ● ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: o ANT 141 - Introduction to Cultural Anthropology o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality o or one additional upper division course from the list of required electives listed below. Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): o BUS 362 - International Business o BUS 465 - International Management o COM 329 - Intercultural Communication 156 o o o o o o o o o o o o o o o o o o o o ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Cultures of Empire: A Multinational Britain HIS 440 - Topics in World History HIS 474 - Europe and the World MKT 466 - International Marketing POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology RLN 276 - World Religions SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 – Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: o ANT 141 - Introduction to Cultural Anthropology 157 ● ● ● ● o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Three of the following: o BUS 362 - International Business o BUS 465 - International Management o FIN 460 - International Finance o MKT 466 - International Marketing One of the following: o ECO 360 - International Economics o ECO 365 - Environmental Economics o ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of HIS 332 or POL 461 o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, 158 and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. ● ● ● ● ● ● POL 160 - World Politics SWK 230 - Course has been discontinued – see program director for alternative options An approved senior keystone course Study abroad experience Participation in local peace-related activities Two upper division electives from: o ECO 365 - Environmental Economics o ECO 495 – Topics o ENL 365 - Contemporary Post-Colonial Fiction o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o HIS 346 - Namibia and South Africa: A Historical Perspective o HIS 350 - Revolutions, Republics, and Resilience in Latin America o INS 312 - The Politics of Development in Southern Africa o POL/WST 341 - Globalization, Social Struggles and the Environment o POL 353 - Political and Social Change in Namibia o RLN 333 - Environmental Theology and Ethics o RLN 336 - Latin American Liberation Theologies o RLN 376 - Religion and Social Change in Southern Africa o SOC 240 - Protest and Social Change: The Sociology of Social Movements o Other topics or study abroad courses with approval of program director For a complete list of courses and descriptions, see the Course Description Search. 159 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing the university’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe, Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels, Kate Reinhardt, Joseph Towle (Chair). Degree and Major Requirements Spanish Major ● ● ● CCS 100 - Introduction to Cultural Studies 9 courses above SPA 211 including: o One course in literature o KEY 480 - Topics in Global Interdependence A semester of study abroad (15 weeks) is required Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY 480, any course taught in English must be approved by the advisor for credit toward the major. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: ● ● ● CCS 100 - Introduction to Cultural Studies CCS 399 – Internship KEY 480 - Topics in Global Interdependence Language requirement: ● Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught languages). Study-abroad requirement (consult Augsburg Abroad for offerings): 160 ● One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department. Electives: ● Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor (French, German, or Spanish) Four courses above 211 Students are expected to take all courses in the target language. Any course taught in English must be approved by the advisor for credit toward the minor. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of C- or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language skills with community service and career exploration may be arranged pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 161 Leadership Studies Minor The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to tie their experiences with the academic study of leadership. Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take 10 courses to complete the MA instead of 11. Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these courses may have a prerequisite. LST 205 - Introduction to Leadership Studies LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in organizations. At least one course from each area. Courses must be selected from at least two different departments. Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note: some of these courses may have prerequisites. Communication Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a director approved elective: COM 321 - Business and Professional Speaking COM 345 - Organizational Communication COM 355 - Small Group Communication COM 480 - Public Relations/Promotional Communication ENL 220 - Intermediate Expository Writing ENL 385 - Language and Power Director approved elective Cultural Competence in Organizations All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at least one of the courses below, or a director approved elective: COM 329 - Intercultural Communication INS 359 - Political Sociology of Building Power, Change, and Equity SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SWK 280 - Diversity and Inequality in Professional Practice Approved CGEE Study Abroad Course Director approved elective For a complete list of courses and descriptions, see the Course Description Search. 162 Mathematics, Statistics, and Computer Science Mathematics, Statistics, and Computer Science provide tools for solving a wide array of quantitative and computational problems. Our majors and minors develop the ability to understand both applied and abstract quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing a major in Mathematics, Mathematical Economics, or Computer Science or a minor in Mathematics, Statistics, or Computer Science go on to careers such as Data Analytics, Software Engineering, Finance, and Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following programs: ● ● ● ● ● Computer Science (BA, BS, and Minor) Computational Philosophy (BA) Mathematics (BA, BS, and Minor) Mathematical Economics (BS) Statistics (Minor) Mathematics, Statistics, and Computer Science Faculty Suzanne Dorée (Chair), Nimanthi Atukorala, Pavel Bělík, Larry Crockett, Rebekah Dupont, Richard Flint, Matthew Haines, Scott Kerlin, Amy Larson, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz List of Courses Offered and Descriptions See the Course Description Search. Degree and Major Requirements Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Computer Science Major, Bachelor of Arts ● ● ● ● ● ● ● ● ● One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 210 - Data Structures One of CSC 240, CSC 272, or approved topics course with a “systems” focus o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o Approved topics course CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 450 - Programming Languages One of CSC 352, CSC 396, or approved topics course with a “user-client” component o CSC 352 - Database Management and Design o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399 o Approved topics course One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project” o CSC 443 - Software Engineering o CSC 451 - Compilers o MIS 476 - Information Systems Projects o Approved topics course 163 ● ● ● Two electives (8 credits) from: o CSC courses above 200 (beyond those applied to above requirements) o PHY 261 – Electronics o MAT 355 - Numerical Mathematics and Computation o One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course ▪ MAT 213 - Data Visualization and Statistical Computing ▪ MAT 273 - Statistical Modeling ▪ MIS 270 - Data Management for Business MAT 114 - Precalculus (or MPG 4) One of MAT 171 or MAT 271 o MAT 171 - Discrete Mathematics for Computing (recommended) o MAT 271 – Discrete Mathematical Structures Students may apply up to 4 credit hours of internship towards the major. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science ● ● ● ● ● ● ● ● ● ● ● One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 210 - Data Structures One of CSC 240, CSC 272, or approved topics course with a “systems” focus o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o Approved topics course CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages One of CSC 352, CSC 396, or approved topics course with a “user-client” component o CSC 352 - Database Management and Design o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399 o Approved topics course One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project” o CSC 443 - Software Engineering o CSC 451 - Compilers o MIS 476 - Information Systems Projects o Approved topics course Two electives (8 credits) from: o CSC courses above 200 (beyond those applied to above requirements) o PHY 261 - Electronics o MAT 355 - Numerical Mathematics and Computation 164 o ● ● ● ● One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course ▪ MAT 213 - Data Visualization and Statistical Computing ▪ MAT 273 - Statistical Modeling ▪ MIS 270 - Data Management for Business MAT 145 and 145L - Calculus I MAT 271 - Discrete Mathematical Structures (students who have already completed MAT 171 may choose to substitute a third MAT elective from those listed below) One of MAT 146, MAT 246, or MAT 304 o MAT 146 - Calculus II o MAT 246 - Linear Algebra o MAT 304 - Graph Theory One additional mathematics elective chosen from: o MAT courses above 200 (beyond those applied to above requirements) o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM Students may apply up to 4 credit hours of internship towards the major. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Minor ● ● ● ● ● ● One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 210 - Data Structures One of CSC 320 or CSC 345 o CSC 320 - Algorithms o CSC 345 - Principles of Computer Organization One additional CSC course numbered 300 or above (Internships may not be used as electives toward the minor) One of MAT 171 or MAT 271 o MAT 171 - Discrete Mathematics for Computing o MAT 271 - Discrete Mathematical Structures Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Religion and Philosophy) ● ● ● ● MAT 114 - Precalculus (or MPG 4) One of MAT 171 or MAT 271 o MAT 171 - Discrete Mathematics for Computing o MAT 271 – Discrete Mathematical Structures One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) 165 ● ● ● ● ● ● ● ● ● ● ● CSC 210 - Data Structures CSC 320 - Algorithms CSC 373 - Symbolic Programming and Artificial Intelligence CSC 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-Century Philosophy PHI 365 - Philosophy of Science One of PHI 410 or CSC 495 o PHI 410 - Topics in Philosophy o CSC 495 - Advanced Topics in Computer Science One additional upper division elective in philosophy Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Computational Philosophy Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics Major, Bachelor of Arts ● ● ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) One of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical Systems, or other approved “theoretical structures” course. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics Major, Bachelor of Science ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) 166 ● ● Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 255, BIO 473, BIO 481, CHM 280, CHM 362, CHM 368, CSC 165, CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MIS 379, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 164, PSY 215, SOC 362, or MIS 379 may count). Among these seven electives (or additional courses) there must be: ● At least one of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical Systems, or other approved “theoretical structures” course. ● At least one of: MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects” course. ● At least one of: MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM, MAT 373: Probability Theory, PSY 215: Research Methods and Statistics I, SOC 362: Statistical Analysis, MIS 379: Quantitative Methods for Business and Economics, or other approved “statistical perspectives” courses. Note that MAT 373 applies to the requirement for “Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. “ The other choices apply to the requirement for “Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses,” which applies to some focus areas but not others. ● At least five courses from a focus area approved by the department. Students are encouraged to have their plans for a focus area approved by the department before junior year. Sample focus areas include: o Actuarial Science (with University of St. Thomas) o Business o Computational Mathematics o Data Analytics o Economics o Finance o Mathematical Biology o Mathematical Chemistry o Physics o Statistics o Teaching Mathematics o Theoretical Mathematics In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond a course is expected. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 167 Teaching Licensure in Mathematics The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in Mathematics with the following seven electives: ● ● ● ● ● ● ● ESE 330 - 5-12 Methods: Mathematics MAT 252 - Exploring Geometry MAT 287 - History of Mathematics MAT 314 - Abstract Algebra One of MAT 324: Analysis or MAT 363: Dynamical Systems One of MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects” course. One of MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM (recommended), or MAT 373: Probability Theory Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the requirements for a BS major in Elementary Education and the following courses: ● ● ● ● ● ● ● ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373: Probability Theory MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Endorsement Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty mentor before enrolling in the 200 level MAT courses. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better in each course that applies towards education licensure. For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major. For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement. Mathematics Minor Five courses including: ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses. Alternatively, students may complete a minor by taking the six courses: MAT 145 - Calculus I, MAT 146 - Calculus II, One of MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM, MAT 252 - Exploring Geometry, MAT 271 - Discrete Mathematical Structures, and MAT 287 - History of Mathematics. 168 Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students must also earn a grade of C- or better in each course that applies toward the minor in Mathematics. At least one MAT course numbered above 250 must be taken at Augsburg. Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 373 - Probability Theory MAT 374 - Statistical Theory and Applications One of MAT 324, MAT 369, or MAT 377 o MAT 324 - Analysis o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences o MAT 377 - Operations Research Two four-credit upper division Economics courses To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of: ● ● ● MAT 163 - Introduction to Statistics MAT 164 - Introduction to Statistics for STEM MIS 379 - Quantitative Methods for Business and Economics Recommended Courses for Mathematical Economics majors: CSC 165 - Introduction to Computer Programming (Python) Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Statistics Minor ● ● ● ● An introduction to statistics - one of: o MAT 163 - Introduction to Statistics o MAT 164 - Introduction to Statistics for STEM o MIS 379 - Quantitative Methods for Business and Economics o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis MAT 213 - Data Visualization and Statistical Computing MAT 273 - Statistical Modeling A project-based statistics course - one of: o BIO 481 – Ecology o ECO 490 - Research Methods in Econometrics o MAT 374 - Statistical Theory and Applications o MKT 352 - Marketing Research and Analysis o POL 483 - Political Statistics and Methodology 169 ● o PSY 315 - Research Methods and Statistics II o SOC 363 - Research Methods Two electives chosen from the following: o MAT 373 - Probability Theory o MAT 394 - Topics in Statistics o No more than one of the following: ▪ CSC 170 - Introduction to Object-Oriented Programming (Java) ▪ CSC 310 - Introduction to Data Science ▪ CSC 352 - Database Management and Design ▪ MIS 270 - Data Management o A second project-based course: ▪ BIO 481 – Ecology ▪ ECO 490 - Research Methods in Econometrics ▪ MAT 374 - Statistical Theory and Applications ▪ MKT 252 - Marketing Research & Analysis ▪ POL 483 - Political Statistics and Methodology ▪ PSY 315 - Research Methods and Statistics II ▪ SOC 363 - Research Methods o No more than one of the following, with prior approval from the Mathematics, Statistics, and Computer Science Department: ▪ PSY 491 - Advanced Research Methods ▪ Advanced statistics electives taught in the ACTC or in transfer ▪ An undergraduate research experience or internship using statistics Either the project-based course or one of the electives must have a designate other than MAT. Students interested in graduate work in statistics are encouraged to select MAT 373: Probability Theory as one elective and MAT 374: Statistical Theory and Applications as the project-based course, and also to complete MAT 145: Calculus 1, MAT 146: Calculus 2, MAT 245: Calculus 3, and MAT 246: Linear Algebra. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics. Departmental Honors in Mathematics, Statistics, and Computer Science The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, or Computer Science. Departmental honors recognizes: ● ● ● ● Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus area in Statistics and the Statistics minor; or BS Major in Computer Science, respectively); Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA; Independent investigation or application of the discipline, including public presentation; and Involvement in the life of the discipline. Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor during junior year. Detailed requirements and information on the application process are available from the department. National Honor Society Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Detailed requirements are available from the department. 170 Prerequisites A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics or Computer Science course. Math Placement Group (MPG) Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3), Precalculus (MPG 4), and Calculus I (MPG 5). Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics subscore, illustrated below. Students who have recently completed a mathematics course at another college or university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1 or MPG 2 are expected to take the Math Placement Exam. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg University. Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. ACT Math Subscore Initial Math Placement Required Math Placement Exam 18 and below MPG 1 Basic Math; Algebra 19-21 MPG 2 Algebra 22-23 MPG 2 Algebra 24-25 MPG 3 No exam needed 22-25 and successful high school precalculus, trigonometry, or calculus MPG 3 Precalculus (if seek MPG 4) 26+ and successful high school precalculus, trigonometry, or calculus MPG 4 No exam needed For a complete list of courses and descriptions, see the Course Description Search. 171 Medieval Studies Minor The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills necessary for its serious study. Medieval Studies Faculty Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History) Minor Requirements LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period. Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts, and one elective. ● ● ● ● ● HUM 120 - Medieval Life in 12th-Century Europe One of the following literature courses: o ENL 330 – Shakespeare o ENL 332 - British Literature: Renaissance and Reformation o ENL 360 - The Classical Tradition o ENL 361 - The Medieval World o SPA 352 - Survey of Spanish Literature I One of the following religion or philosophy courses: o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o RLN 342 - Martin Luther and the Reformation One of the following history of arts courses: o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o MUS 231 - History and Literature of Music, Antiquity to 1750 o THR 361 - Theater Histories: Origins to 1800 One of the following elective courses: o HIS 369 - The Early and High Middle Ages o HIS 370 - The Late Middle Ages to 1648 o HIS 374 - War and Religion in the Medieval Context o HIS 440 - Topics in World History: Monks and Heretics (this topic only) o POL 380 - Western Political Thought o SPA 331 - Spanish Civilization and Culture For a complete list of courses and descriptions, see the Course Description Search. 172 Music The Music Department at Augsburg University offers education for music professions in the context of a liberal arts curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal Arts Foundation requirements. Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; Music Therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. Augsburg University is accredited by the National Association of Schools of Music and its music programs fulfill all NASM curricular standards; the music therapy program is accredited by the American Music Therapy Association. Faculty Full-time J. Anthony Allen, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young Lee, Emma Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson Part-time Faculty Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller, Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea Stern Consulting Chair David Myers Fine Arts Coordinator Cathy Knutson Departmental Administrator Tina Brauer Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music Performance Major Music Education Major (P-12 state licensure; community music) Bachelor of Science Music Therapy Major 173 Music Therapy Equivalency Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy Association requirements for becoming a Board Certified Music Therapist (MT-BC). Music Minors Creativity Music Music Business Music Production Degree and Major Requirements All students interested in majoring in music should consult with the music department prior to or during their first semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University. Students intending to pursue a music major in any of the three music degree programs must declare their major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Students interested in a double major within music or between music and another discipline should consult with their advisors before undertaking relevant course work. Music Core ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 213 - Music Theory and Aural Skills III MUS 214 - Music Theory and Aural Skills IV MUS 231 - History and Literature of Music I MUS 232 - History and Literature of Music II One of MUS 331, MUS 332, MUS 333, or MUS 334 o MUS 331 - Music of the Baroque Era o MUS 332 - Music of the Classical Era o MUS 333 - Music of the Romantic Era o MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital Performance Study on the principal instrument or voice in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111 - Augsburg Choir MUE 112 - Riverside Singers MUE 114 - Masterworks Chorale MUE 115 - Cedar Singers MUE 121 - Augsburg Symphony Orchestra MUE 141 - Augsburg Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music 174 MUE 144 - Percussion Chamber Music MUE 145 - Piano Chamber Music Additional Requirements ● ● ● Pass a piano proficiency test or MUS 238 - Class Piano 4 Pass a first-year/transfer music major qualifying jury Complete the Music Department degree application Graduation Skills Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in Performance Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, MAT 145, MAT 146, MAT 163, or MAT 164. Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded throughout the offered courses and are met by completing the major. Bachelor of Arts, Music Major, Concentration in Music Business Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: One of MAT 145, MAT 146, MAT163, or PHY119 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, Bachelor of Arts Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty mentor: Reinaldo Moya Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● MUS 341 - Basic Conducting(S) MUS 458 - Senior Recital Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - eight semesters on the principal instrument or voice from: Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Music Major with Music Business Concentration, Bachelor of Arts The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field 175 observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the recording industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Faculty mentor: J. Anthony Allen Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business One of BUS 242 or ENT 254 o BUS 242 - Principles of Management o ENT 254 – Entrepreneurship MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS 408 - Current and Future Issues in the Music Industry One of MUS 399 or BUS 399 o MUS 399 – Internship o BUS 399 – Internship MUS 458 - Senior Recital MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice *Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument or voice may petition the department. Business Administration with Specialization in Music Business, Bachelor of Arts See Business Administration for requirements. Music Education Major, Bachelor of Music In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education program is accredited by the Minnesota Professional Educator Licensing and Standards Board. The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school settings must also apply to the Augsburg University Department of Education for acceptance to the music education licensure program. All course requirements in and beyond music must be complete prior to the student teaching semester. Those not pursuing licensure have a wider range of options for their degree programs through the Community-Based Program, including electives that would best prepare students for their future vocational area to be taken with approval of the program advisor. Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a music GPA of 2.75. For licensure students, minimum grade of C is required in all Music Core courses, Music Education Core courses, and approved courses and internships. For community-based students, minimum grade of C- is required 176 in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades, applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future vocation. Music Core (except for MUS 331, 332, 333, or 334*) and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 220 - Worlds of Music MUS 303 - Introduction to Learning, Teaching, and Technology in Music MUS 311 - Composition I MUS 341 - Basic Conducting MUS 352 - General Music Education Methods MUS 353 - Special Education in Music Education MUS 358 - Junior Recital MUS 459 - Senior Recital Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians EDC 310 - Learning and Development in an Educational Setting MUS 355 - Music Methods: Strings**** MUS 356 - Music Methods: Brass and Percussion**** MUS 357 - Music Methods: Woodwinds**** MUS 359 - Music Methods: Vocal**** Choose one of the following areas of emphasis: o Vocal Emphasis: ▪ MUS 251 - English Diction ▪ MUS 252 - Italian Diction ▪ MUS 253 - German Diction ▪ MUS 254 - French Diction ▪ MUS 342 - Choral Conducting*** ▪ MUS 478 - Choral Methods in Music Education o Instrumental Emphasis: ▪ MUS 344 - Instrumental Conducting*** ▪ MUS 477 - Instrumental Methods in Music Education Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of emphasis**. Complete all of the following: o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice ) o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice) o Large Ensemble - seven semesters on the principal instrument or voice o Chamber Music - two semesters of chamber music/small ensemble courses Additional Courses for Licensure Students ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 200 - Orientation to Education in an Urban Setting ESE 300 - Reading/Writing in the Content Area EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar Additional Courses for Community-Based Students Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS 399 to be taken during the final semester of degree career 177 * Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. ** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. *** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344. **** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four courses, including one that addresses their principal performance medium. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview. Faculty mentor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: ● ● ● ● ● ● MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUS 358 - Junior Recital MUS 459 - Senior Recital Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with advisor. Voice Majors: ● ● ● ● ● ● ● MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: ● ● ● MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: ● ● One of MUS 355, MUS 356, or MUS 357 o MUS 355 - Music Methods: Strings o MUS 356 - Music Methods: Brass/Percussion o MUS 357 - Music Methods: Woodwinds MUS Elective (4 credits) Additional requirements: 178 BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, Bachelor of Science Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music therapy courses is required. Faculty mentor: Emma Moonier Requirements: Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following: ● MUS 135 - Class Piano 1 ● MUS 136 - Class Piano 2 ● MUS 152 - Class Voice ● MUS 158 - Class Guitar 1 ● MUS 237 - Class Piano 3 ● MUS 238 - Class Piano 4 ● MUS 258 - Class Guitar 2 ● MUS 271 - Introduction to Music Therapy ● MUS 273 - Functional Music Skills ● MUS 315 - Psychology, Culture, and Community in Music ● MUS 340 - Music Therapy Methods I ● MUS 345 - Music Therapy Methods II ● Two 300-level Music Therapy practica (MUS 374 or MUS 375) ● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes ● MUS 385 - Music Therapy Clinical Improvisation ● MUS 458 - Senior Recital ● Two 400-level Music Therapy practica (MUS 474 or MUS 475) ● MUS 480 - Music Therapy Senior Seminar ● MUS 481 - Music Therapy Clinical Internship ● BIO 103 - Human Anatomy and Physiology ● PSY 105 - Principles of Psychology ● PSY 203 - Lifespan Development ● PSY 215 - Research Methods and Statistics I ● PSY 262 - Abnormal Psychology ● MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) ● MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) ● Large Ensemble - eight semesters on the principal instrument or voice ● Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice ● Pass guitar proficiency test, piano proficiency test, and voice proficiency test * Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms. Acceptance to the degree program requires the following: 179 ● ● Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency, piano proficiency, and voice proficiency Creativity Minor The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be useful for students in any music degree who are interested in composition, song writing, music production, etc. The program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid. This minor is open only to students majoring in a Music Department field. Faculty mentor: Reinaldo Moya Requirements: ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I Two semesters of MUP 193 - Performance Study: Composition MUS 220 - Worlds of Music MUS 221 - Introduction to Music Technology MUS 311 - Composition I MUS 312 - Composition II MUS 413 - Advanced Analysis MUS 476 - Instrumentation and Arranging One of MUP 192, MUS 242, or THR 116 o MUP 192 - Performance Study: Improvisation o MUS 242 - Jazz Improvisation 1 o THR 116 - Acting and Improvisation for Non-Majors Four additional credits from: o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music o MUS 241 - History of Jazz o MUS 331 - Music of the Baroque Era o MUS 332 - Music of the Classical Era o MUS 333 - Music of the Romantic Era o MUS 334 - Music of the 20th Century o MUS 392 - Topics Music Minor Faculty mentor: Merilee Klemp Requirements: ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 341 - Basic Conducting One of MUS 231 or MUS 232 o MUS 231 - History and Literature of Music I o MUS 232 - History and Literature of Music II One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by departmental petition) MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Submit a Music Department application for minor by spring semester, sophomore year 180 Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. Faculty mentor: J. Anthony Allen Requirements: ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Businesses MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 408 - Current and Future Issues in the Music Industry MUS/BUS 399 - Internship (approved for the music business minor) One of the following: o MUS 336 - Arts Management and Concert Promotion o BUS 301 - Business Law o ENT 254 - Entrepreneurship Music Production Minor The Music Production minor is a course of study designed both for the Music major desiring additional preparation in audio recording and production and for the non-music major interested integrating music technology into their career. With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor will primarily be working in the Grangaard Record Studio. Faculty mentor: J. Anthony Allen Requirements: ● ● ● ● ● ● MUS 221 – Introduction to Music Technology MUS 225 – Electronic Music Production MUS 306 – Audio Recording MUS 307 – Music Production and Distribution One of the following: o MUS 113 – Music Theory and Aural Skills I o MUS 160 – Fundamentals of Music One of the following: o MUS 205 – Legal Issues in Music, Entertainment, and the Arts o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2 o Two semesters of music ensemble (two credits of MUE) o MUS 158 – Class Guitar 1 Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. 181 Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to complete the project by spring break of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. For a complete list of courses and descriptions, see the Course Description Search. 182 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the general education requirements of the university, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) ● SCI 106 - Introductory Meteorology ● BIO 121 - Human Biology ● BIO 102 - The Biological World ● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics) o PHY 116 - Introduction to Physics o PHY 121, 122 - General Physics I, II ● CHM 115 - General Chemistry I ● CHM 116 - General Chemistry II *See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines. For a complete list of courses and descriptions, see the Course Description Search. 183 Nursing (BSN) Bachelor of Science Completion The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care settings and communities. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership, decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as they are able. Department of Nursing Faculty Martha Aleman, Kaija Freborg, Kristin McHale, Joyce Miller (Chair), Katherine Martin Staff: Colleen Hagerman Mission Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to uphold and improve health and human potential among persons, families, groups and communities across care settings with particular emphasis on health inequities locally and globally. Program Goals The program goals at the baccalaureate level: ● ● ● Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in contemporary and emerging roles. Provide a sound scholarly foundation for transformative nursing practice and graduate study. Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a vocation of professional service in a global society. Degree and Major Requirements Nursing Major, BSN Seven 4-semester credit hour courses, including: ● ● ● ● ● ● ● NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. 184 Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. Other Information The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses per semester, based on personal choice. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate. Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will be assigned to a nursing faculty adviser to develop a plan of study. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following: ● ● ● ● ● ● An earned associate of science degree in nursing Cumulative GPA of 2.5 or higher in one’s basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Up-to-date immunization records Criminal background check (details provided in application process) Special conditions: o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN program. o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg. Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters. Credit for Previous Nursing Courses Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in recognition of their previous lower division nursing coursework if the following standards are met: ● ● Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States requires a professional credit evaluation. See the International Students section of this catalog for details about how to submit this evaluation. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Class Schedules Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. 185 Courses in the Nursing major are generally offered on Monday, Tuesday, or Thursday evenings, and practicum courses (NUR 411) may require some additional weekday time. Generally, most nursing classes meet face to face 4 to 6 times a semester on weekday evenings for four-hour time blocks. However, instruction modalities vary: Some courses are offered face-to-face in classroom settings, while some courses are offered face-to-face instruction through the use of video conferencing, and then some courses are offered entirely with asynchronous online instruction. Activities also occur between face-to-face meeting times, so therefore weekly activities will occur. Optional immersion courses and practica at home and abroad are scheduled throughout the year. Students complete their community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the Department of Nursing for details. It is recommended to work with an academic advisor for advice on liberal arts courses. Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus the practica include the following: NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 532 - Transcultural Healing and Self Care (3 semester credits) NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit) NUR 541 - The Politics of Health Care (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56 traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information. Accreditation The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, (202) 887-6791. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. For a complete list of courses and descriptions, see the Course Description Search. 186 Philosophy See Religion and Philosophy for details about the Philosophy major and minor. 187 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair), Jeff Walter Degree and Major Requirements Physics Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and PHY 121L - General Physics I PHY 122 and PHY 122L - General Physics II PHY 245 and PHY 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III One of PHY 327 or MAT 369 o PHY 327 and PHY 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 261 and 261L - Electronics 188 o o o o o o o o o o o o o PHY 317 and 317L - Biophysics BIO 473 and 473L - Physiology of Humans and Other Animals BIO 475 and 475L - Neurobiology CHM 362 - Physical Chemistry: Macroscopic Theory CHM 430 - Advanced Thermodynamic and Separation Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CSC 345 - Principles of Computer Organization CSC 431 - Introduction to A I Robotics MAT 273 - Statistical Modeling MAT 355 - Numerical Mathematics and Computation MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II PHY 245 and 245L - Modern Physics PHY 261 and 261L - Electronics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III One of PHY 327 or MAT 369 o PHY 327 and 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 317 and 317L - Biophysics o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 475 and 475L - Neurobiology o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CSC 345 - Principles of Computer Organization 189 o o o o CSC 431 - Introduction to A I Robotics MAT 273 - Statistical Modeling MAT 355 - Numerical Mathematics and Computation MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Space Physics, BS It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma Physics. Physics Major with Concentration in Biophysics, BS It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following: BIO 253 and 253L - Introductory Cellular Biology BIO 255 and 255L - Genetics BIO 369 and 369L - Biochemistry BIO 471 and 471L - Advanced Cellular and Molecular Biology BIO 475 and 475L - Neurobiology BIO 476 and 476L - Microbiology BIO 486 and 486L - Immunology CHM 280 and 280L - Quantitative Analytical Chemistry CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by November 30 of the senior year. Final project submissions are due to April 1st. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 190 Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics I PHY 245 and 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II SCI 490 - Integrated Science or other approved Keystone Two additional physics courses above 122; PHY 261 recommended MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III PHY 327 and 327L - Special Functions of Mathematical Physics CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab Physics Minor ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L- Calculus I MAT 146 and 146L - Calculus II Three elective physics courses (12 credits) numbered above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. For a complete list of courses and descriptions, see the Course Description Search. 191 Political Science Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced degree, a successful career. Political science focuses on the role of power and authority in human affairs, something relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in political and social change. Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as political science, public administration, and public policy. Our majors have gone on to work in government, business, communications, the non-profit sector, education, and numerous other fields. Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area. Grounded in the diverse and international community around Augsburg, the department directly engages the world and issues around us. Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many students. Our majors experience an education which extends from the classroom to the surrounding community to places around the world. Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational opportunities, enhance your potential for graduate study and a successful career. Faculty Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements A C- minimum grade is required in all courses taken for the major. Political Science Major Ten courses: ● ● ● ● ● ● POL 158 - Introduction to Political Science POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Political Science Area Courses This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the permission of the department. POL495 can be used toward area requirements with advisor approval. The applicable area will vary based on the topic of the course. 192 ● ● ● ● ● Area 1 – American Government and Politics: POL325, 326, 342, or 421 Area 2 – Comparative Politics and Analysis: POL350, 359, or 459 Area 3 – International Politics: POL368, 461, or 490 Area 4 – Public Law: POL370 or 371 Area 5 – Political Theory and Analysis: POL380 or 381 Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science 11 required courses including: ● ● ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Intermediate Expository Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Five Electives: o Three courses from the choices below: ▪ POL 350 - Topics: European Politics ▪ POL 370 - Constitutional Law ▪ POL 371 – Topics ▪ POL 380 - Western Political Thought ▪ POL 381 - Topics: Democratic Theory o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 10 courses plus an internship, including: ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior One of ECO 490, POL 483, or SOC 362 o ECO 490 - Research Methods in Econometrics o POL 483 - Political Statistics and Methodology o SOC 362 - Statistical Analysis POL 484 - Political Analysis 193 ● ● ● One Course from the Following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 124 - American Women and Politics o POL 158 - Introduction to Political Science o POL 160 - World Politics o POL 170 - Law in the United States Four Courses from the Following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 370 - Constitutional Law o POL 371 – Topics o POL 381 - Topics: Democratic Theory o POL 421 - Topics: American Politics o POL 461 - Topics: International Politics o SOC 381 - City and Regional Planning o One of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics An internship, usually taken as POL 399. Notes ● ● ● ● ● If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III. The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a Political Science department faculty member supervising the internship, and must fulfill certain academic requirements, which will be explained by the supervising faculty member. Substitutions to the courses above can be approved by the department chair. For example, the department sometimes offers relevant topics courses under numbers not listed above. Political Science Areas (I) (II) (III) (IV) (V) American Government and Politics Comparative Politics and Analysis International Politics Public Law Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not P/LP/N). Exceptions may be made in extraordinary circumstances. 194 Political Science Minor Five courses, including: ● ● ● POL 158 - Introduction to Political Science One of the following lower division electives: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States o POL 241 - Environmental and River Politics o POL 282 - Asian American Politics At least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. Pre-Law Minor ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States Two of the following: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Intermediate Expository Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Two electives from the following: o POL 350 - Topics: European Politics o POL 370 - Constitutional Law o POL 371 – Topics o POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor ● ● ● ● One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior POL 399 - Internship Three of the following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 381 - Topics in Democratic Theory o POL 421 - Topics in American Politics o POL 461 - Topics in International Politics o SOC 381 - City and Regional Planning o No more than one of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics Notes 195 ● ● If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. ● ● ● Economics Courses: o ECO 112 - Principles of Macroeconomics (elective for social science core) o ECO 113 - Principles of Microeconomics (elective for social science core) o One of ECO 312 or ECO 315 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 315 - Money and Banking o ECO 313 - Intermediate Microeconomics o One other upper division Economics course Education Courses: o EDC 200 - Orientation to Education in an Urban Setting (required for licensure) o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: o POL 121 - American Government (social science core course) o Two upper-level political science courses (must be in two different areas) o Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 196 Psychology Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, religious institutions, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), David Matz, Bridget Robinson-Riegler, Henry Yoon Degree and Major Requirements Psychology Major The major is 10 courses including: ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 400 - Keystone Internship At least two courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 - Biopsychology At least one course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Research and Lab Electives (three additional courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. 197 Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical Psychology The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a real-world mental health setting. Students take ten courses, including: ● ● ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology PSY 315 - Research Methods and Statistics II PSY 385 - Counseling Psychology PSY 400 - Keystone Internship At least two courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 – Biopsychology At least one course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Research and Lab At least one course from the following: o PSY 261 – Personality and Cultural Context o PSY 359 - Assessment Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including: ● ● PSY 105 - Principles of Psychology Four additional PSY electives A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499. 198 For a complete list of courses and descriptions, see the Course Description Search. 199 Religion and Philosophy The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies, theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and reality of life for individuals and for communities. The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological, philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these matters. The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this critical work as a community of learners, faculty and students together, in the following ways: ● ● ● ● ● ● We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in specific locations, among real people, with lived experiences and concrete issues. We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform public life. We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to inquire, respectfully and critically, about the claims of others. We problematize and challenge religious and philosophical claims from a variety of social locations and diverse perspectives. We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based and humanist communities to create learning, research, and service opportunities. We nurture our community of learners by raising and reflecting on personal questions of meaning, identity, values, vocation, and spirituality. Religion Faculty Lori Brandt Hale (Chair), Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Philip Quanbeck II, and Hans Wiersma Philosophy Faculty David Apolloni, Larry Crockett Majors The Religion and Philosophy Department offers majors in Religion, Philosophy, Theology and Public Leadership, and Computational Philosophy. General Education Requirements RLN 100: Religion, Vocation, and the Search for Meaning I Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity. The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry. Religion, Vocation, and the Search for Meaning II For their second required Religion course, students may choose from a wide range of courses that build on the foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social, cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II, develops 200 themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or minor. Degree and Major Requirements Religion Major, BA Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently— skills that make our graduates attractive to graduate schools and employers in any field. Major/Concentration/Minor Requirements Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400) Concentration within the major: Minimum 4 courses in the concentration Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400) Concentrations Students majoring in Religion can pursue one of the four concentrations listed below. Culture and Society – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 216: Religion and Science in Popular Culture RLN 222: Spirituality, Religion, and Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 251: The Bible in Culture and Counterculture RLN 257: Heaven, Hell, and the End of the World RLN 319: Religion at the Movies RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology History and Theology – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 214/MUS 234: Church Music and Worship RLN 216: Religion and Science in Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 237: Giants of the Christian Faith RLN 240: Religion and the Rise of Science RLN 243: Religion in America RLN 245: The Lutheran Heritage RLN 257: Heaven, Hell, and the End of the World RLN 319: Religion at the Movies RLN 330: Theology of Death and Dying RLN 331: Christian Ethics RLN 342: Martin Luther and the Reformation RLN 340/HIS 378: The Medieval Church RLN 370: American Indian Spirituality and Philosophical Thought 201 RLN 374: Ethics and World Religions RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology Sacred Texts and Narratives – Sixteen credits from RLN 205: Exploring Topics in Religion (depending on topic) RLN 251: The Bible in Culture and Counterculture RLN 257: Heaven, Hell, and the End of the World RLN 261: Jesus and His Interpreters RLN 409: Topics (depending on topic) Global Religions and Interfaith Studies – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 275: Judaism RLN 276: World Religions RLN 370: American Indian Spirituality and Philosophical Thought RLN 374: Ethics and World Religions RLN 407: Interfaith Scholars Seminar I (2 semester credits) RLN 408: Interfaith Scholars Seminar II (2 semester credits) RLN 409: Topics (depending on topic) Theology and Public Leadership Major, BA The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks, leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A distinctive element of the major is the combination of practical and theological training: students have many opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship. Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the Christian church into the public square for the common good. Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a concentration, minor or second major in an area of interest. A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past. Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining the Theology and Public Leadership major with the Youth Studies concentration or minor. Theology and Public Leadership Major (40-56 credits) ● Theology core (20 credits): o RLN 209 - Research Methods in Religion o RLN 251 - The Bible in Culture and Counterculture o RLN 342 - Martin Luther and the Reformation o RLN 400 - Religion Keystone o RLN 441 - Contemporary Theology ● Public ministry core (16 credits): o RLN 290 - Foundations for Public Ministry o RLN 295 - Church: Past, Present, Future o RLN 390 - The Art of Public Ministry o RLN 399 - Internship ● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits) 202 o Complete 4 credits in one of the concentrations listed below or complete the entire concentration Concentrations Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration will be noted on the transcript at the point of graduation, not a minor. Youth Studies Concentration The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work with children and youth, to form a critical and constructive framework for understanding and appreciating young people, and to develop the necessary skill set for effective work with children and youth. ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working With Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Abnormal Psychology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) Leadership and Management Concentration This 16-credit concentration prepares students to manage and lead organizations, especially non-profits. ● ● ● ● SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations BUS 242 – Principles of Management COM 345 – Organizational Communication NMS 230 – Social Media Community Engagement Concentration This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations effectively connect with their surrounding communities. ● ● ● ● SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America SOC 240 - Protest and Social Change: The Sociology of Social Movements SWK 406 - Social Work Practice 3: With Communities and Policies COM 329 - Intercultural Communication Worship and Music Concentration This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith communities. ● RLN 214/MUS 234 - Church Music and Worship ● COM 111 - Public Speaking ● Two other courses (yet to be determined; see program director for more information) 203 Environmental Stewardship Concentration This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around practices of environmental stewardship. ● ● ● ● ENV 100 - Environmental Connections ENV 320 - Environmental Science SWK 210 - Environmental Justice and Social Change COM 260 - Environmental Communication Advocacy & Public Policy Concentration This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around advocacy and public policy. ● ● ● ● POL 325 - Politics and Public Policy SOC 390 - Social Problems Analysis SOC 265 - Race, Class, and Gender COM 329 - Intercultural Communication Human Services Concentration This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals and families in need. ● ● ● ● PSY 203 - Lifespan Development PSY 262 - Abnormal Psychology or SOC 395 - Mental Illness and Society SOC 231 - Family Systems: Cross Cultural Perspectives SWK 100 - Introduction to Professional Social Work Cross-Cultural Relations Concentration This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across cultural differences. ● Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency. ● CCS 100 - Introduction to Cultural Studies ● COM 329 - Intercultural Communication Philosophy Major Eight courses including, including at least four upper division courses: ● ● ● ● ● ● ● One of PHI 230 or PHI 385 o PHI 230 – Logic o PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level Philosophy course (other than PHI 499) Two elective courses in Philosophy Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department of the other major. Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Mathematics, Statistics, and Computer Science) See the Mathematics, Statistics, and Computer Science section for more information. 204 Philosophy Minor Five courses: ● ● Two of PHI 241, PHI 242, PHI 343, or PHI 344 o PHI 241 - History of Philosophy I: Ancient Greek Philosophy o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy Three additional PHI electives Graduation Skills for Religion and Theology and Public Leadership Majors The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: Quantitative Reasoning: MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a second major Speaking: Consult with advisor for an approved course outside the major Writing: RLN 400 and one of the following: RLN 342, 370, or 441 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Graduation Skills for Philosophy major Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Prerequisites Completion of either RLN 100 or RLN 300 is required before all other RLN courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Advising All majors must have an advisor in the Religion and Philosophy Department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. For a complete list of courses and descriptions, see the Course Description Search. 205 Social Studies Teaching Licensure The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Jason Lukasik, Secondary Education Social Studies Teaching Licensure Core requirements: ● ● ● ● ● ● ● ● ● ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography One of HIS 120, HIS 121, or HIS 122 o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815 o HIS 121 - An Empire for Liberty? 19th Century U.S. History o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S. One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa HIS 200 - Why History Matters POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology ANT 141 - Introduction to Cultural Anthropology Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Jason Lukasik and Michael Lansing for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 206 Social Work Professional social work is for students who have the desire to better the lives of people and communities through the empowerment of individuals and advancement of social justice. Social workers are licensed professionals who work in various sectors of society. You will find social workers in nearly all major social settings from clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s nationally-accredited social work program immerses students in the skills and theories of social work and interweaves that body of knowledge with biology, psychology, sociology, economics, statistics, and political science. The curriculum prepares you for multicultural professional social work through two different year-long field placements in a range of human service agencies during the junior and senior year. Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed Social Worker.. Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program (MSW). The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by the national accrediting body, the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog. Social Work Faculty Laura Boisen (Chair), Bibiana Koh (MSW Program Director), Erin Sugrue (MSW Field Director), Christina Erickson (BSW Program Director), Melissa Hensley (BSW Field Coordinator), Johanna Barry, Susan Carlin, Ankita Deka, Kao Nou L. Moua, Paula Watts Zehringer Admission to the Major Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each Social Work major must complete the application materials and be officially admitted to the Social Work program before beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses restricted to Social Work majors. Degree and Major Requirements The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that are open to non-majors are designated with an asterisk. The Supporting Courses ● ● ● ● ● ● BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology SWK 280 - Diversity and Inequality in Professional Practice* Select one of these two courses: o SWK 100 - Introduction to Professional Social Work* o SWK 210 - Environmental Justice and Social Change* Select one of these four courses: o ECO 112 - Principles of Macroeconomics o POL 121 - American Government and Politics 207 ● o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy Select one of these three courses: o SOC 362 - Statistical Analysis o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163, MAT 164 or SOC 362. GPA Requirement After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses, and overall) to remain in good program standing. A grade of C is required for each required upper division social work course. All Social Work majors must take their social work courses with traditional grading. Social Work Major Ten upper-level courses: ● ● ● ● ● ● ● ● ● ● SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 307 - Field Work 1: Integrative Seminar SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Field Work 3: Integrative Seminar SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course) Courses with an asterisk are open to non-social work students. Social Work Semester in Mexico Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their coursework and field placement at Augsburg’s Mexico Campus: ● ● ● ● ● ● SWK 261 - Social Welfare: The U.S. Mexican Context SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar Spanish Language Requirements are often taken Students who go to the Social Work in Mexico Semester are not required to take SWK 280 Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a means to apply social work perspectives to their chosen career. Six courses including: ● ● ● ● ● ● SWK 100 - Introduction to Professional Social Work SWK 301 - History and Analysis of Social Policy SWK 303 - Human Development and the Social Environment SWK 406 - Social Work Practice 3: With Communities and Policies SOC 265 - Race, Class and Gender And one course from: 208 o o o POL 121 - American Government and Politics POL 158 - Introduction to Political Science POL 325 - Politics and Public Policy Required Social Work Field Placement Students are required to take a field placement at a social service agency in their junior and senior year. The field placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations, public and private, across the Twin Cities. Social Work Course Sequence The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both courses are equal as introductions to the major. Each course features an experiential learning component. Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer relationships and strong connections to faculty. Social Work Study Abroad Opportunities All social work students are encouraged to study abroad at some point in their academic career. Through The Center for Global Education and Experience, the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. The Social Work department also offers a rotating selection of faculty-led, short courses to countries such as China, Slovenia, South Africa, Mexico, and India. Students are also encouraged to study abroad for elective credit. No credit for non-academic work In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life experience or previous work experience. Departmental Honors The Social Work Department offers eligible students the opportunity to earn departmental honors through the completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits. Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines. Social Work Honor Society Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. The national honor society requirements allow membership to juniors and seniors who have completed at least one semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent in the spring of each year. For a complete list of courses and descriptions, see the Course Description Search. 209 Sociology Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization provides the opportunities to improve the world we have created and in which we collectively live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an understanding of theories of society and social groups, learn to create and use scientific tools of analysis, and employ sociological concepts to solve social problems. We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for learning. Internships enable our majors to draw upon sociological theories and research skills while they explore different career paths. Students also may take an independent study, special topics course, or field study toward that end. The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting research for corporations, as well as teaching at universities as professors of sociology. The Sociology major also provides excellent preparation for advanced study in areas such as law, human services, counseling, social work, urban planning, and ministry. Sociology Faculty Nancy Fischer (Chair), Lars Christiansen (Emeritus), Garry Hesser (Emeritus), Diane Pike, Tim Pippert, James VelaMcConnell Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound foundation for a number of fields from human services to criminal justice to business to public service. The Sociology major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, critical analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and the connection between of the individual and collective perspectives reflected in the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to focus on content areas and develop additional courses related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121, 362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the major. Core courses (complete all five): ● ● ● ● ● SOC 121 - Introduction to Sociology SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory SOC 490 - Senior Seminar and Keystone 210 Five elective courses, at least three of which must be upper division: ● ● Lower division elective options o SOC 111 - City Life: Introduction to Urban Sociology o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 240 - Protest and Social Change: The Sociology of Social Movements o SOC 265 - Race, Class and Gender o SOC 266 - Sociology of Love, Intimacy, and Sexuality o SOC 277 - Introduction to Criminology o SOC 290 - Cultures of Violence o SOC 299 - Directed Study Upper division elective options (minimum of three required; SOC121 prerequisite) o SOC 320 - Sociology of Law o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations o SOC 375 - Social Psychology o SOC 377 - Organizational Crime and Deviance o SOC 380 - Disaster and Resilience o SOC 381 - City and Regional Planning o SOC 387 - Juvenile Delinquency o SOC 390 - Social Problems Analysis o SOC 395 - Mental Illness and Society o SOC 399 - Internship o SOC 499 - Independent Study/Research Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for 4 credits in order to count as electives for the major. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. 211 Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 212 Theater Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation, diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue with their education and/or to become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions. In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, and between theory and practice. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Faculty Full-Time Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez Adjunct Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles, Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios, Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major without a concentration and two Theater minors. There are three choices for concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. The Theater major with a concentration requires the following: The Theater core curriculum, three concentration courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor requires any five courses from our department and the Musical Theater minor requires five specified courses (see Theater minors). 213 Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course information and transfer requirements. Graduation Skills The Theater Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Theater Major ● ● ● ● ● ● THR 228 - Introduction to Stagecraft THR 229 - Theatrical Design THR 232 - Acting THR 250 - Script Analysis: Foundations of Theater Three from the following: o THR 245 - Introduction to Pan-Asian Theater o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present Two elective courses from the following: o THR 226 - Movement for Theater o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application o THR 233 - Acting for the Camera o THR 235 - Skills of Musical Theater o THR 237 - Dance for Musical Theater o THR 245 - Introduction to Pan-Asian Theater o THR 255 - Introduction to Musical Theater o THR 265 - Computer Drafting for the Stage and Architecture o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 275 - Lighting and Sound for the Stage o THR 280 - Costumes and Makeup for Performance o THR 295 - Topics o THR/ENL 325 - Playwriting I o THR/ENL 326 - Playwriting II o THR 350 - Voice for Speech, Stage and Screen o THR 355 - Performing Shakespeare o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present o THR 365 - Advanced Acting o THR 366 - Stage Direction o THR 367 - New Methodologies of Stage Direction and Dramaturgy o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice o ENL 221 - Expository Writing about the Arts o ENL 330 - Shakespeare o ENL 338 - British and Commonwealth Drama o ENL 358 - Readings in American Drama o ENL 368 - Readings in World Drama 214 ● o PWC 300 - Playwriting o PWC 310 - Topics in Playwriting o PWC 320 - Writing for Television o PWC 330 - Writing for Digital Media The general Theater major requires four THP credits (Theater Practicum Units) in any area. Theater Major with Concentration(s) Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with concentrations. Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6 for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with an advisor. Performance Concentration Choose three from the following: THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech, and Screen THR 355 - Performing Shakespeare THR 365 - Advanced Acting Design/Technical Concentration Choose three from the following: THR/FLM 230 - Scenic Painting THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 285 - Scenery Design Directing/Dramaturgy/Playwriting Concentration Choose three from the following: THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 366 - Stage Direction THR 367 - New Methodologies of Stage Direction & Dramaturgy PWC 300 - Playwriting PWC 310 - Topics in Playwriting PWC 320 - Writing for Television PWC 330 - Writing for Digital Media Theater Minor Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three Theater Practicum Units (THPs) in any area. Musical Theater Minor Choose five from the following: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater 215 THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 365 - Advanced Acting MUE 294 - Opera Workshop Three theater practicum units (THPs) in any area. Curricular Planning Information First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete a substantial independent project of honors quality within the major. Honors candidates should meet with their departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within the department. Students transferring with junior standing should complete a minimum of four practicum units within the department. Theater Practicum Units Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade. Theater Practicum Units require: ● ● ● ● ● Consent and signature of instructor Supervision by Theater faculty A minimum of 25 hours of assessed participation by the student Registration for THP in the semester the practicum is completed THP course registration must meet the Registrar’s Office deadlines Please Note: ● ● ● THPs may be repeated Crew work required for classes/coursework does not count toward practicum credits Student employment hours do not count towards practicum credit 216 3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management projects because of the extraordinary amount of time required of the student. Theatre Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students: ● ● ● ● Theater majors without a concentration are required to complete 4 THPs in any area. Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are completed should be determined with an advisor. All Theater minors are required to complete 3 THPs in any area. Theater Practicum Courses - Groupings Performance THP 111/121/131/141/151 - Theater Practicum: Acting/Performance Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Production THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management-Small Project THP 116/126/136 - Theater Practicum: Stage Management-Large Project THP 117/127/137 - Theater Practicum: Artistic For a complete list of courses and descriptions, see the Course Description Search. 217 Urban Studies Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, political philosophy, history, environmental studies, art and architecture to understand metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework often includes walking tours, site visits, and field research. Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to achieve effective engagement in all aspects of city making. The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban planning, public administration, environmental advocacy, sustainability and resilience planning, government service, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of their experience. Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about how to best plan your academic schedule to accommodate both majors. Faculty Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus), Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and Joseph Underhill (Political Science). Degree and Major Requirements Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the major. Core Courses: ● ● ● ● ● ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America ECO 113 - Principles of Microeconomics SOC/URB 381 - City and Regional Planning SOC/URB 399 - Internship URB 492 - The City and the Environment Keystone One of SOC 362 or POL 483 o SOC 362 - Statistical Analysis o POL 483 - Political Statistics and Methodology One of SOC 363 or POL 484 o SOC 363 - Research Methods o POL 484 - Political Analysis One of the following: o ART/HIS 249/349 - The Designed Environment o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o SOC 380 - Disaster and Resilience And two additional urban-related electives, approved by the Program Director. For electives, please see the following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including off-campus study, ACTC courses, or study abroad. 218 o o o o o o o o o o o o o o o o o o ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART/HIS 249/349 - The Designed Environment ECO 365 - Environmental Economics ENV 100 - Environmental Connections GEOG225 Introduction to Geographic Information Systems (Macalester) GEOG241 Urban Geography (Macalester) GEOG321 Geographic Information Systems (St. Thomas) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SOC 380 - Disaster and Resilience URB 199 - Internship URB 295 - Special Topic URB 299 - Directed Study URB 395 - Special Topic Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Urban Studies major. Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course requirements to fulfill these skills. Urban Studies Minor A total of five courses including: ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America SOC/URB 381 - City and Regional Planning One of the following: o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o ART/HIS 249/349 - The Designed Environment o SOC 380 - Disaster and Resilience o URB 492 - The City and Environment Keystone And an approved Urban Studies Elective (see list above). Off-Campus Study and Study Abroad Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience (CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major. For semester-length programs, the Higher Education Consortium for Urban Affairs (HECUA) Programs are highly recommended. These semester-length and summer programs include: Inequality in America, Environmental Justice, and Art for Social Change Programs. Other study abroad programs that are particularly useful to Urban Studies majors include: IES Abroad Metropolitan Studies program in Berlin, Germany; and the Danish Institute of Study Abroad Urban Studies in Europe Program in Copenhagen, Denmark. Urban Studies students have participated in programs in other countries as well. 219 Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies coursework in off-campus programs. For a complete list of courses and descriptions, see the Course Description Search. 220 Youth Studies Minor The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting cultures. The minor is intended to supplement a student’s current course of study particularly if that student is considering child or youth work in the future. The courses in this minor will help students develop a constructive and critical lens for understanding how young people are viewed and treated within society and how young people interact with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their chosen professions. Minor Requirements 20 credits including: ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working with Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Abnormal Psychology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) For a complete list of courses and descriptions, see the Course Description Search. 221 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Ann B. Ashton-Piper Sylvia Bartley, PhD Karen A. Durant ’81 Matthew K. Entenza, JD Ellen Ewald Nicholas C. Gangestad ’86, MBA Rev. Marlene Whiterabbit Helgemo James Hereford Veena Iyer, JD Diane L. Jacobson, PhD Mark Johnson ‘75 Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Dean Kennedy ‘75 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, JD Steven E. Larson ’72, MD Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 Jeffrey M. Nodland ’77 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. David L. Tiede, PhD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 222 Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. University Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota. Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS, Ithaca College. Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg University. Karen Kaivola (2013). Provost and Senior Vice President for Academic and Student Affairs and Professor of English. BA, Georgetown University; MA, PhD, University of Washington. Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota. Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead. Administration Catherine Bishop (2011 ). Assistant Provost of Academic Affairs and Chief Student Success Officer. BA, Macalester College; JD, William Mitchell College of Law. Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University; MDiv, University of Chicago Divinity School; PhD, Union Institute. Tom Carroll (2014). Director, Financial Planning and Analysis. BA, Loras College; MBA, Keller Graduate School of Management, DeVry University. John Coskran (2020). Senior Finance Director. BS, Carleton College; MBA, Augsburg University; MS, DePaul University. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD, University of Minnesota. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, PhD, Washington State University. Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria Technical and Community College. Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota; MA, Augsburg University. Michael Grewe (2008). Assistant Dean of Students and Director of Campus Life. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Sarah Griesse (2006). Dean of Students. BA, Wittenberg University; MA, The Ohio State University; PhD, Loyola University-Chicago. Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil University of Oxford. Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign. 223 Marah Jacobson-Schulte (2018). Assistant Provost for Academic Administration and University Registrar. BS, MS, EdD, St. Cloud State University. Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University. Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St. Mary Seminary. Emily Long (2021). Director of Residence Life. BA, Regis University; MEd, Seattle University. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale University; DMin, San Francisco Theological Seminary. Mayra Medina Macias (2020). Director of Latinx Student Services. BA, Augsburg University. Dawn Miller (2016). Human Resources Director. BA, University of Minnesota. Renee Most (2019). Director of StepUP Program. BS, St Catherine University; MA, Hazelden Betty Ford Graduate School of Addiction Studies. Patrick Mulvihill (2017). Assistant Provost of Global Education and Experience. BA, St. Olaf College; MPA, University of Minnesota, Humphrey School of Public Affairs. Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota. Jamie Randall (2019). American Indian Student Services Director. BA, MFA, Augsburg University. Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota. Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. Azania Tripp (2020). Director of Pan-Afrikan Center. BS, University of Minnesota; MSW, University of Michigan. Martha Truax (2007). Director of Annual Giving. BA, Macalester College. Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of Wisconsin-Platteville; MS, University of Wisconsin-La Crosse. Hli Vang (2014). Assistant Dean of Students and Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of Wisconsin-Lacrosse. 224 Faculty (Full-time) A Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota. J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of Music of the Johns Hopkins University; PhD, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminary; PhD, University of Minnesota. Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Peradeniya; PhD, Iowa State University. B Johanna Barry (2021). Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola University Chicago. Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota. Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University of Florida. Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois. Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Jonathan Brown (2021). Instructor of Mathematics, Computer Science, Statistics. BS, University of Wisconsin; MS, PhD, University of Minnesota. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University; MFA, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. 225 Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of Wisconsin-Madison. Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North Dakota State University. Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Assistant Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University. Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana University-Bloomington. Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS; University of Wisconsin-Stout. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Moumita Dasgupta (2019). Assistant Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University. Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign. Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh Dickinson University; MIM, EdD, University of St. Thomas. Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA, PhD, University of Wisconsin-Madison. Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa. Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM Programs. BA, University of Wisconsin-Madison; PhD, Washington State University. E Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison. Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington. Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota. 226 Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of Minnesota– Duluth; PhD, University of Illinois-Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Zengqi Vivian Feng (2008). Professor of Chemistry. BS, Linfield College; PhD, University of Illinois. Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS, Iowa State University. Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State University. Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg University. Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. G Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Ashley Godbold (2021). Instructor of Mathematics, Computer Science, Statistics. BS, Francis Marion University; MS, College of Charleston; DCS, Colorado Technical University. William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Sarah Greenfield (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of WisconsinMadison. Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South Dakota. Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota. Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. H Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University; MFA, Donau-Universität Krems. Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg University. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. 227 Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West Virginia University. Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston. I Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. K Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota. Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird School of Global Management, Arizona State University; PhD, Drexel University. Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School of Music. Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George Washington University; MPA, Augsburg University. Bibiana D. Koh (2012). Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith College; PhD, University of Minnesota. Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of Minnesota. Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University. Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison. Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of Minnesota. L Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College; MA, PhD, University of Minnesota. Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University. Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Massachusetts at Amherst; PhD, University of Minnesota. Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne. Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati. Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa. 228 Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College; MSPAS, Augsburg College. Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota. Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD, University of Illinois at Chicago. M Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin, River Falls; MA, PhD, University of Minnesota. Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University of Minnesota. M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD Texas A & M University. Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University. Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA, University of Wisconsin, Milwaukee; PhD, Purdue University. Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University. Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of Minnesota. Joaquin Muñoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary. O Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University. P Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University. Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. Q Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA, PhD, University of Iowa. Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. 229 R Thaddeus B. Rada-Bayne (2018). Lecturer of Psychology. BA, Roosevelt University; MA, PhD, Bowling Green State University. Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College. Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St. Cloud State University; PhD, University of Minnesota. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego State University; PhD, University of Colorado. S Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire. Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD, University of Maine. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg University. Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota. Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD, Northwestern University. Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of Minnesota. Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota. Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA, Ohio State University. T Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota. Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic. Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University; PhD, University of Texas. Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University; MA, PhD, University of Minnesota. 230 U Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. V Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous University of the State of Morelos; MA/MPhil, and PhD, Columbia University. Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. W Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota. Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia University. John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota. Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota. Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. 231 Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota. John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of WisconsinStout; EdD, University of Minnesota. Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University. David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota. Wesley B. Ellenwood. Professor Emeritus, Communication Studies, Film, and New Media. BA, University of Minnesota; MFA, Syracuse University. Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado State University. Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State University. Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University. Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Satya P. Gupta. Professor Emeritus, Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University. Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota. Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. 232 Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota. Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin. Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan. Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University. Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman. Professor Emeritus, Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College. Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota. Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of Minnesota. Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley. Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Beverly J. Nilsson. Professor Emerita, Nursing. BS, MS, PhD, University of Minnesota. Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University. Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University of Minnesota. 233 Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University. Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus, Religion. BA, Augsburg University; BD, Augsburg Theological Seminary; MTh, ThD, Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota. Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern University, PhD, University of Minnesota. Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD, University of Texas. Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St. Thomas; PhD, University of Minnesota. Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University. Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota. Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. 234 Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota. Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa. David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College; MS, Minnesota State University, Mankato. Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University. Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania. 235
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Title: Murphy Square 2018: Murphy Square Visual Art and Literary Magazine
Collection: Literary Journals
Search Result: MURP HYSQ UARE ISSUE 43 | 2018 VisualArt &Literary Magazine MURPHY SQUARE with special thanks to cary waterman, faculty advisor emeritus augsburg university student government augsburg university english department augsburg university art department bookmobile the echo 2 ISSUE 43 edit...
Show more MURP HYSQ UARE ISSUE 43 | 2018 VisualArt &Literary Magazine MURPHY SQUARE with special thanks to cary waterman, faculty advisor emeritus augsburg university student government augsburg university english department augsburg university art department bookmobile the echo 2 ISSUE 43 editorial board ABIGAIL TETZLAFF, editor-in-chief GABRIEL BENSON, editor-in-chief MEGAN JOHNSON, layout editor DOUG GREEN, faculty advisor 3 MURPHY SQUARE art editors CASSIE DONG OLIVIA FITCH KRISTEN HOLMBERG SONJA MISCHKE MADELEINE OSWOOD 4 ISSUE 43 poetry editors JENNIFER KOCHAVER SONJA MISCHKE RYAN MOORE ASHLEY MURRAY EVE TAFT 5 MURPHY SQUARE prose editors NINA BERGLIN JULIA CHARRON DEREK HEUER SOPHIA KEEFE JENNIFER KOCHAVER RYAN MOORE 6 ISSUE 43 artwork ALLISON USELMAN dixon street CAMERON YANG capital hill balance STEPHANIE FREY celebration #12 STEPHANIE FREY celebration #17 GABRIEL BERGSTROM beach day AVA FOJTIK flower boy AVA FOJTIK illuminated AVA FOJTIK cat’s cradle AVA FOJTIK pit party ALLISON USELMAN elizabeth, 1972 MADELEINE OSWOOD untitled ASH M. KAUN a stable relationship CAMERON YANG prayer ALLISON USELMAN forest STEPHANIE FREY celebration #1 MADELEINE OSWOOD special agent dale cooper ABIGAIL TETZLAFF basilica MADELEINE OSWOOD untitled MADELEINE OSWOOD untitled STEPHANIE FREY celebration #5 CAM YANG she-wolf GABRIEL BERGSTROM flower girl flower girl MADELEINE OSWOOD untitled ABIGAIL TETZLAFF light rail GABRIEL BERGSTROM the spin 7 11 15 20 21 24 30 31 32 33 35 41 43 50 54 56 58 60 62 63 72 76 79 80 82 84 MURPHY SQUARE poetry 22 MATT PECKMAN constitution 23 RACHEL BROWN the country road that takes you home 25 D. E. GREEN a palpable hit 34 KELTON HOLSEN a closed library (an elegy to terry pratchett) 36 MARISA MOSQUEDA loneliness 42 MATT PECKHAM the icon 49 RACHEL BROWN old hands 51 HALLE CHAMBERS metal rings 53 SAM penitence 55 D. E. GREEN green and orange: a pantoum 57 ALICE LIDDELL CHESHIRE WOLFF firebird 59 L. B. DOGOOD 12 west 61 ASHLEY MURRAY miikawaadendan (think it beautiful) 73 L. B. DOGOOD 52 hz 74 ALICE LIDDELL CHESHIRE WOLFF roadkill 77 ALEXIS KIMSEY the eyes are the window to the soul 81 RACHEL BROWN galaxies 83 EVE TAFT sonas 8 ISSUE 43 prose AMANDA YATCKOSKE rules AMANDA YATCHOSKE fear ASH M. KAUN 3:21 KELTON HOLSEN died 2016 ALLISON USELMAN tomatoes SOPHIE KEEFE ode to leonardo JACQUELINE DOCKA rhapsody on laurel ALLISON USELMAN the wreck DEREK L. H. infinite GABRIEL BENSON the bridges 9 10 12 13 16 26 37 39 44 64 85 MURPHY SQUARE rules AMANDA YATCKOSKE I t i s no t t hat ha rd. I t is ju s t wo r ds. W e ta ug ht y o u t h is. Y ou j u st ne e d t o me m or ize t he w o rds. Re m em be r t h e so und AT. A t, b a t, c a t, s a t. B ut, w h er e I s AT o n th e al p h ab et ? I s n ’t t h at tw o s ou n ds? Wh a t ar e t he ru l e s? I b ef o re E e xc ept a f te r C e x c ep t f o r a ll o f t h e e x c ep t io n. Y ou m us t a lw a ys s top a t a s top li gh t. E x ce p t w hen t he l ig h t is gr e e n. H ow m an y w a y s i s t he re t o sp e ll l o ngA? A. R a in. E igh t. S ur v e y. At e. Ve in. P r a y. B r e a k. Y o u k n o w E ng li sh r ul e s? S u re. W h ich o n e s r ig h t? b. B r a in. c. P ra d. B re ig h n. e. P re y. f. Br ein. g. Pra y. h. B re an. i. All. So, shut it.nostra, per inceptos himenae a. B ra n e. 10 ISSUE 43 dixon street ALLISON USELMAN relief print 11 MURPHY SQUARE fear AMANDA YATCHOSKE Ordering fast food because the text keeps getting smaller. Getting lost because white letters don’t make since on green. The teacher saying, “Why don’t you read?” The what-the-fuck-is-wrong-with-you look when I say, “No.” Saying, “Yes,” and then my brain betrays me. The jolt of correcting impatience as I attempted to decipher. Knowing that it has four legs, a tail, plays fetch, and has sweat glands in its paws, but not that the word is dog. The double circles on the letter g. The letter bdqp. The explanation between right and left, “your left hand makes a L.” I put a L to my forehead, “Is this right?” The phrase, “Read this,” followed by two seconds of a blurry cellphone screen. Being asked to read what is on the projector in class. Beaing correkted on a spelling mistaik. The rased ibrow when I proove that it was English that was the mistaek, not me. Being given a book because I am a writer. The list of authors that I should know because I am a writer. “You are an author, so you started written at an early age.” “My best advice to give to you as a writer is read.” Teachers’ saying, “In the really world, they don’t give special accommodations.” Running into my elementary teacher who said, “There’s no such thing as dyslexia.” Being given five minutes to reading five pages. Only reading half a page. Everyone else is done at three minutes. Able to repeat our entire conversation back to you word for word, but still get an upturned nosed because I can’t remember the nonsense word that is your name. Asking a classmate to look at my writing. Their only response: “Spelling mistakes.” 12 ISSUE 43 3:21 p.m. ASH M. KAUN It’s four minutes past 3:02 p.m., and he still hasn’t rounded the corner. Jaime always has a sauntering stride that brings him swooping around the corner of Elton Street onto Jefferson around 3:02 p.m. every Tuesday on his way to this café. Jaime and his usual pair of red chucks are refusing to step onto the chalked concrete that details this very corner. Or maybe it’s not refusal. Maybe it’s just a delay. Something is probably holding him at home. His mother is making him take out the trash as we speak and that can be the explanation behind Jaime’s absence. Or, maybe it’s fear. I knew talking to him was a bad idea. I knew I would say something stupid. Last Friday, when he was tucked away in the back room of Molly’s Tea Bar, I felt the inclination in my heart. My chest urged me to stand up, take the nine steps toward his table, sit down, and open my mouth. The only problem was his eyes. Those eyes liked to wander over everything. They darted to the shop’s windows every time some stranger walked by, but only to assess the person for a second and then dart back to his book. His eyes never attempted to crawl all over my body like that. I’ve found that my focus almost never seemed to leave his body. I hit my leg on the way up from my booth, cursing under my breath. My leg muscles quivered slightly as I walked up to the table and sat down. Jaime’s face raised, and I could finally feel his almond eyes searching every pore of my exposed skin. His shoulders were hunched over, hiding most of his thick neck from my view. I would pay any amount of money to caress that gorgeous neck. The breath that moved his lungs in and out of his chest was calm, unlike the unsteady deep breaths of mine. “Hi. I know this is weird, but I just wanted to compliment your tattoo,” I said. He shifted, set his book down, and cleared his throat. “Thank you. It’s hardly anything, but thank you.” “It’s a cupcake, right? What’s it for?” “My grandmother used to bake the most delicious cupcakes and muffins and—” “A delicious tattoo for a delicious person.” Jaime had let out a breathy laugh, and asked where I went to school. When I told him I didn’t go to school, he offered to get me a tea. I mentioned my mother was expecting me at home. 13 MURPHY SQUARE I lied. My mother died when I was twelve years old. He took my number with, what I thought to be, hardly any intention to use it. Little did I know, 9:03 a.m. on Tuesday morning, I would feel a buzz on my asscheek with a deep voice ringing through my phone’s speaker asking to get coffee with me. And now, I’m waiting like the idiot I am. I know he isn’t staying at the gym this long. His routine is exactly 48 minutes every Tuesday, Thursday, and Saturday, and it ends promptly around 2:35 p.m. each day. The time in between the gym and the library is probably for a shower and a quick slice of pizza or toast. It never takes him longer than twenty minutes before he walks out the front door, locks the iron gate, and makes his way past the Weltons’, the Hannigans’, and the Jensens’. It’s 3:08 p.m.. I look up from the newspaper in my hand and glance, again, at the rusted sign presenting the names Elton and Jefferson. Nothing. I return the newspaper to its natural fold and scoot the chair back with a push. The loud screech almost made me jump as much as looking up and seeing Jaime. He locks eyes with mine, and he smiles. His perfectly sized hand reaches into the air and waves at me. Blood surges into my cheeks. Jaime strolls across the tar and stops two feet from where I’m standing. I sit back down, and he proceeds to take the seat across from me. The bright sun could never compare to the amount of heat radiating from my body. I can’t tell if I’m nervous or excited. Probably excited. “So what’s the plan?” he asks . “Going back to my place to watch my favorite movie?” I say. “Is it a good movie?” “You need to have a rare and particular taste for this movie, but it’s short and painless. I promise.” “Alright. Sounds like a plan.” The corners of my mouth rise. His face mirrors mine. Jaime hooks his arm with my arm, and I lead him the opposite way from which he came. I check my watch. 3:11 p.m. It’s a ten-minute walk to my place. It’s difficult to settle the little child jumping around inside my brain. It’s taking every ounce of control I contain not to shove my hand into my bag at this exact moment and pull out the needle. That green serum is just begging to be injected somewhere. Maybe his beautiful neck. The zip ties will not be far behind, as they yearn for the tension of his muscles against their industrial strength. Jaime has no idea the taste I acquired long ago, and he could never appreciate the simply genius idea of adding one cup of blood to a batch of cupcakes. 14 ISSUE 43 capitol hill balance CAMERON YANG digital photograph 15 MURPHY SQUARE died 2016 KELTON HOLSEN Engman Prize winner In 2016, my grandparents’ dog died. He was an old dog, covered with warts, and they had to put him down due to his misery. Some time later, their other dog died, presumably of grief. In 2016, Star Trek actor Anton Yelchin died. He was getting his mail when his car rolled down his driveway and crushed him against his security fence. The coroners say he most likely died within a minute or so. In 2016, Josef Stalin had been dead for 64 years. During his reign, roughly 100 million people died, largely due to stupidity. Historians consider Stalin to be guilty of roughly one million murders. Stalin might or might not have said the following: “The death of one man is a tragedy. The death of millions is a statistic.” In 2016, I graduated from high school. In 2016, the singer, musician, and celebrity known as The Artist Formerly Known as Prince (full legal name: Prince Rogers Nelson), died in an elevator after overdosing on the opioid fentanyl. After his death, five books were written about him, his ashes were put on display in a custom glass urn in Paisley Park, and on the one-year anniversary of his death, a four-day tribute was put on in his honor. My former high school robotics captain shared an article on Facebook describing three women that were caught with luggage containing three million dollars’ worth of heroin and opium. He wrote: “Good. Don’t waste your life on a worthless drug.” Later in 2016, he committed suicide. One million, seven hundred thousand people died of tuberculosis. One million people died of HIV or AIDS. Four hundred and twenty-nine thousand died of malaria. Most of those people lived in Africa. Carrie Fisher died of sleep apnea, four days after a near-fatal heart attack that turned out to be fatal after all. One day later, her mother, Debbie Reynolds, died as well. Fisher later appeared in the movie Rogue One, much younger, through the magic of CGI. In 2016, most of us thought that Donald Trump’s campaign would die before the end of the primaries. Many of us thought Donald Trump’s campaign would die before the end of the election. In 2016, some of us thought democracy had died. 16 ISSUE 43 We might have been right. In 2016, I marched with a few hundred (or was it thousand) of my close friends, who I hardly knew, through the neighborhoods of CedarRiverside and Seward. A little bird told my parents that I had marched in the protest. The only thing they cared about was whether I had been on the highway (I hadn’t). In 2016, three thousand, eight hundred refugees drowned while trying to cross the Mediterranean Sea, fleeing war and human rights violations back home. Their odds were still likely better than in Syria, where the death toll from the civil war had reached three hundred and twenty thousand. In 2016, six hundred and fifty-two children died in Syria. Two hundred and fifty-two of them died near a school. In 2016, Antonin Scalia, Chief Justice of the Supreme Court, died unexpectedly at his ranch. The absence of Antonin Scalia proved more politically powerful than the presence of Antonin Scalia, as politicians fought and lobbied over who would get to fill his empty chair. During that time, his empty chair cast many a vote. A popular slogan at the time among the ironic internet sort: “Antonin Scalia. Pro-life, died anyways.” By the end of 2016, most of us had noticed how many great people had died throughout the year. Antonin Scalia was not included in many of those conversations. Nine hundred and sixty three people were shot by police officers in the United States. Many of them were African-American. Many of them were mentally ill. In protest, activists marched on highways. Many of them were arrested. Many of them were criticized, threatened, and degraded for making people late to work. In 2016, several thousand (hundred?) of my close friends made people late to work. In 2016, David Bowie died. I don’t remember how. It was after his death that I got to know his music. This is because my dad put a David Bowie CD in the car. In 2016, I went to college. I started growing out my hair and becoming a socialist. I met a lot of people who had faith in the system. That died in 2016 too. In 2016, Fidel Castro died. It was said that he had outlived his greatest enemy: America. Fidel Castro’s country, Cuba, is still the subject of a US embargo. It also is the country that recently developed a vaccine for lung cancer. The Lung Cancer Foundation estimated that one hundred fifty-eight thousand and eighty people in the US would die of lung cancer in 2016. In 2016, six hundred thirty-three thousand, eight hundred forty-two people died of heart disease in the United States. The Mayo Clinic says that heart disease is often “caused by correctable problems, such as an unhealthy diet, lack of exercise, being overweight and smoking”. 17 MURPHY SQUARE In 2016, the fast food industry made $206.3 billion dollars. Alan Rickman, Harry Potter’s Snape, died of pancreatic cancer. He had kept it a secret from all but his closest friends. His good friend Sir Ian McKellan had this to say: “I so wish he’d played King Lear and a few other classical challenges but that’s to be greedy. He leaves a multitude of fans and friends, grateful and bereft.” In 2016, I got into an argument with my cousin on Facebook over a post that talked about how the gun and the Bible, which ostensibly started this country, were the things “liberals” wanted to take away. This was before I learned the other meaning of “liberal.” My tongue-in-cheek response that “guns don’t found countries, Founding Fathers found countries” turned into a useless slog of an argument. My aunt ended up intervening to ask us to debate on-topic. Over thirty-eight thousand people were fatally shot and killed in the United States. The Onion once again ran their headline: “‘No Way To Prevent This,’ Says Only Nation Where This Regularly Happens.” In 2016, thirty-nine people died because they jumped off the Golden Gate Bridge. The bridge is the site of the most suicides by fall in the United States. One man, Ken Baldwin, had survived jumping off the bridge in 1985 and was still alive in 2016. He related his thought process on the way down in an interview: “I instantly realized that everything in my life that I’d thought was unfixable was totally fixable—except for having just jumped.” In 2016, nobody was killed by a clown. However, were you to ask people what the scariest thing happening was, many would tell you that it was the phenomenon of “scary clown” sightings across the country. In 2016, one such sighting happened at Augsburg. It was later determined that the figure in the “photographic evidence” was just a maintenance worker standing in a shadow. According to Business Insider, nine hundred and fifty-one people died of “contact with powered lawnmower.” One thousand, one hundred thirty nine people died of “fall[s] involving iceskates, skis, roller-skates or skateboards.” Ten thousand, two hundred and six died of “accidental suffocation and strangulation in bed.” Another ten thousand, three hundred eighty-six died of “fall[s] involving bed.” In 2016, the bedloft company left their screwdriver in my room after coming by with some extra screws for the bed’s assembly. My dad warned me to periodically make sure all the bolts were tight so the bed didn’t collapse under me while I slept. The bed also featured a metal guardrail to prevent a fall. Due to these two things, I did not join those ten thousand, three hundred eighty-six. In 2016, American astronaut John Glenn died of unknown causes at 95 years old. He was remembered for being the first American to orbit 18 ISSUE 43 the earth, as well as his work in the US Senate. In 2016, the world had seven billion, six hundred million people living in it. By December of 2016, fifty eight million, six hundred eighty thousand people had died, with about twentyone people dying every ten seconds. They died of violence, of disease, of hunger, of preventable causes, of cancer, of accidents, of old age, of nothing at all. About one hundred and forty million new people were born in 2016, ready to embark on a new life’s journey. Kurt Vonnegut had this to say to babies: “Hello, babies. Welcome to Earth. It’s hot in the summer and cold in the winter. It’s round and wet and crowded. On the outside, babies, you’ve got a hundred years here. There’s only one rule that I know of, babies— ”God damn it, you’ve got to be kind.” 19 MURPHY SQUARE celebration #12 STEPHANIE FREY found images and gouache paint 20 ISSUE 43 celebration #17 STEPHANIE FREY found images and gouache paint 21 MURPHY SQUARE A progressive discussion on equality, government, bodily functions, UFOs constitution MATT PECKMAN and who to call for a good time is enumerated Engman Prize winner and signed on bathroom stall walls by delegates opposing orders from management: a decree taped to the door typed Thank You For Not Vandalizing 22 ISSUE 43 I hope they wind their way to the silhouettes of mountains faded like clouds of blue smoke against easy skies. I hope the chartreuse pines older than time tower like brothers and shade your tired eyes. the country roads that take you home RACHEL BROWN Engman Prize winner For Gary Inspired by “Take Me Home, Country Roads” by John Denver I hope, for once, the traek is easy. You won’t need a pack this time, that 50 pounds on your shoulders to lug uphill the whole way. No, just the clothes on your back are good. I hope that the ancient rivers that have sung since before anyone ever listened, guide your steps across slick gray stones and you look down to see the scales of darting fish flashing like memories against a sun that never sinks. I hope a warm breeze passes by on your way carrying the thick scent of pine sap to lay heavy on your tongue, and I hope it tastes like home. And when you rest your aching feet at the summit I know the clouds will wrap around you the way the red fox wraps her tail around her tiny kits, the way an old friend gently squeezes your shoulder when he tells you how good it is to see you again, because it’s been so long. 23 MURPHY SQUARE beach day GABRIEL BERGSTROM 35mm film camera 24 ISSUE 43 Nicked it—the deer in early autumn darkness on a long drive home. Damage minor: Dented hood. Fear sprayed along the driver’s side of the white Focus. Your relief at my safety trumped the deer’s fate— no longer second fiddle to squirrels and red-throated blackbirds that swoop at the car between late-summer cornfields. That deer—the white rump in the light moving too slowly even as I brake, veer toward the ditch. The deer dies or I do. Kill or be killed. It hits me: This world we live—and die—in. I see it now: the fact of nature, our nature, visible—a Confederate monument in a town square, Mount Rushmore on sacred ground. It’s always been this way—sudden death looming on a highway in unaccustomed autumn dark, so near home and you. a palpable hit D. E. GREEN 25 MURPHY SQUARE tomatoes ALLISON USELMAN Harry Cosgrove used to throw tomatoes out of his 5th story apartment in The Village. He told me that he did it because The Gaslight always made him take home the uneaten tomatoes at the end of the night, and he didn’t like to just throw food in the garbage, but I never believed him. He always seemed to have altogether too much fun speedballing the tomatoes down to the sidewalk, especially late on Friday nights when the club wouldn’t let him play. He would call on Friday nights at least once a month, and my roommate would throw up her hands and groan and say, “Honestly, he has nothing better to do?” But I always kind of liked the tomatoes. Harry liked to spend his paychecks on gin and wine, so there was a good chance that throwing the tomatoes would turn into a game after a few hours. Last Friday he called around eleven and told me that the club had given him more tomatoes than he could handle on his own and asked me to come over. I took a single look at my roommate, who sat on the cramped balcony in her bathrobe and night cream, and told him that I would be over soon. She didn’t ask where I was going when I knocked on the glass to tell her goodbye, and she only rolled her eyes and shifted in her chair. The walk to Harry’s place was never all that bad in the summer. The air would be cool enough that you would have to wear a jacket, but never as icy or biting as it was in the winter. During those months I tried to take a taxi over, if only to save my toes rather than my wallet. But no matter what the season, no matter what the weather, a jacket was always necessary in that 5th story apartment in The Village. Harry’s place was constantly drafty and there was nothing that he could do about it, or so he claimed. Knowing Harry, though, I always assumed that he forgot to shut a window somewhere and just didn’t want to admit to it. He was forgetful sometimes, especially around the anniversary of his sister’s death. The night that he called me, we sat in the kitchen, both of us with a blanket around our shoulders trying to keep warm even though it was late May. I was on the kitchen counter, right next to the sink and the empty cardboard box with the red sun painted on the side that had once been filled with almost rotten tomatoes. Harry stood by the table, leaning back on the top, his palms flat against the water-stained wood. “I’ve been thinking a lot about Suzanne. It’s been three years since she died, you know.” His hair was growing long and was starting to curl. When he looked down at his sock feet, his 26 ISSUE 43 hair bunched up at the top of his head and flopped down in front of his face. His eyes seemed to not only have sunken farther down than usual on his face, but so had his cheek bones. Looking at them make me want to poke his face, if only to made sure that all the bones were still there. I slid off of the counter and walked over to the kitchen table. I had nothing to say, so I leaned back on to the table with Harry and kicked off my shoes, so we would match. He didn’t seem to notice that I was even there next to him, though; he just continued to look at his own feet, his blanket sagging off of his shoulders and pooling at his elbows like a shawl. I half expected him to look up and start talking to the empty space next to the sink and the abandoned cardboard box, not even noticing that I was no longer there. “Do you think she’s happy?” “I sure hope so.” I straightened his collar and brushed a piece of lint off of his sleeve. “Thank you.” He sounded tired. “That was bothering me, but I was afraid that if I tried to fix it I would fall over.” I glanced down at his hands and noticed that they were not just resting on the table, but rather gripping the edge of it. His knuckles had turned white, and his knees were shaking. “Do you want to sit down? You don’t look so good.” I hadn’t meant for it to sound like an insult, but at that moment I thought I saw the insides of his eyebrows curl up into a whimper. He was too sensitive sometimes. “I feel fine. I really do, I just wish I had more tomatoes, you know?” Yes, I told him. Yes, I think that everyone wishes they had more tomatoes, if only because that meant they had everything else. I don’t think he heard the last part of what I said. The confirmation that he was not the only one in search of more tomatoes was enough. Still, his hands gripped the edge of the table, and so I reached out and pried them off. I didn’t like the way that they looked, drained of all blood. “Come on, why don’t you sit down.” Harry moved his head up and down in a way that might have been mistaken for a nod by someone who didn’t know him well enough to know that that was just the way he breathed; his head wobbling back and forth as his lungs compressed and decompressed. Sometimes I wanted to tap the back of his head, just to see how long it would wobble back and forth. I even had a stopwatch that I could have used. Harry had given it to me, and was originally meant to be used as a way for me to monitor the length of his act when he played at The Gaslight. I usually forgot to start it, which didn’t really matter because by the end of the night Harry would be too busy fighting with the club’s owner, to get his fair share of the basket, to care about how long his gig had lasted. I walked over to the bookshelf, that never had any books on it, but that was instead the home of a fine Victrola record player, the only thing Harry valued more than his guitar. I lifted the needle up and moved it over the top of the 45 that was already in place on the turntable. The table started to spin, and 27 MURPHY SQUARE a song with a tinny sounding guitar filled the room. A woman began singing in French, her voice low and the words slurred. “Harry, you can’t listen to this type of music when you feel this terrible. It’ll just make it worse.” He only shrugged and made his way over to the couch. The cushions pulled him in as if they had been waiting for him a very long time. I hated to see him so low, but I knew that there was nothing I could say to make it better. The first year after Suzanne died, someone had made the mistake of telling him that her death was all part of God’s plan and everything would one day make sense to him. Harry had taken his drink and thrown it at the man, and since then he has been banned from ever drinking at The Gaslight. He’s only allowed to play there once a month now. So I knew that saying anything at all would equate to me telling Harry to take a flying leap out of his apartment window, along with his almost rotten tomatoes. I pulled the 45 off the turntable and slid it back into its sleeve. “Is there a window open somewhere?” I shuddered and pulled the blanket tighter around my shoulders. Harry wasn’t responsive, he only slightly moved his eyes to look up at me and search for the music that had stopped so suddenly. I thought about putting something else on, but after glancing through his melancholy record collection I thought better of it. There was no use feeding into his sullen mood. The only thing I could do then, was sit down on the couch next to him and wait for it to pass. Because it did. It always passed in the end, and the next weekend he would be playing at The Gaslight, telling jokes to the crowd between songs and basking in the floodlights. ... “I don’t know why I even bother to wear this thing.” Harry hooks his fingers around the knot of his tie and loosens it. “It’s not like anyone here cares how I look.” He moves his arm in a sweeping motion, gesturing to the café and the ragged groups of people sitting at the tables. I watch as Harry sits up and reaches for the pack of cigarettes on the coffee table. He shakes out a single cigarette and places it between his teeth. He sighs and pulls his hair back out of his face, exposing his forehead, which is covered in a thin layer of sweat. He shrugs and turns to face the dimly lit stage, the unlit cigarette wobbling in his mouth. The woman on the stage wears a chunky green sweater and a pair of blue jeans, and Harry taps his foot along to the beat of the song that she sings. All the tables near the stage are full, and the faces of the people sitting at them are washed in the glow of the floodlights. The woman leans into the microphone as she sings, her hands moving quickly up and down the frets of her guitar. “She’s pretty good, huh?” I shrug and throw a pack of matches over to Harry. He catches them midair. “She looks a little like Suzanne, don’t you think?” I immediately regret saying anything, but it’s too late now. “Yeah I guess she does.” Harry brushes off 28 ISSUE 43 my comment, and doesn’t look at me while he speaks. Instead he watches the woman on the stage sing. “If I’m gonna have to split the basket, it might as well be with someone who has some talent.” He puts the unlit cigarette back into his mouth, letting it perch between his teeth, resting on his bottom lip. He shifts in his seat, readjusting his jeans, and bobs his head along to the rhythmic strumming of the green sweater-clad woman. I imagine that there is a blanket on his shoulders again, sliding down to his elbows and almost falling off as he bobs to the music, but the air is too thick for blankets. There are no windows here. Harry’s eyes jump from customer to customer in the front of the club, and I can tell he is assessing the crowd, attempting to get a grip on what kind of music they want to hear tonight. My stomach rumbles audibly, and he turns back to me and laughs. “You want something to eat? Why don’t you eat while I play, and then we can see what Jean is doing later?” I ask him who Jean is, and he motions to the woman on the stage. I just nod, and I walk over to the bar. When I look back at Harry, I notice that he has finally lit his cigarette. “Chicken sandwich,” I say, telling the bartender my order, and turn to face the stage again. The woman in the green sweater dips her head down as the crowd claps, and the expression on her face is passive as she exits the stage and passes Harry, who is waiting at the steps. “You want everything on it? Tomatoes too?” I turn around to look at the man behind the bar. He is raising his eyebrows at me, and for some reason that I can’t explain, I don’t have an answer for him. I glance back at the stage that Harry now occupies. He is settling into his seat on the stool, hunched over his guitar. But unlike the woman in the sweater, I can see that below the curly hair that covers the top of his face like a mop, he is smiling. “No. No tomatoes.” The man behind the bar writes my response on a small blue pad of paper and nods. He walks away quietly, leaving me alone to listen to the soft guitar sounds coming from the stage, and my own beating heart. 29 MURPHY SQUARE flower boy AVA FOJTIK digital photograph 30 ISSUE 43 illuminated AVA FOJTIK digital photograph 31 MURPHY SQUARE 32 ISSUE 43 cat’s cradle AVA FOJTIK digital photograph pity party AVA FOJTIK digital photograph 33 MURPHY SQUARE the library is closed now, and dark looking through its endless aisles stretching nearly into infinity one can barely make out where a great ape, majestic, would swing between the shelves a closed library KELTON HOLSEN Engman Prize winner (an elegy for terry pratchett) once, this place was full of life, and people came and went and words came and went and the shelves really did stretch out to infinity but now i turn the corner and encounter for the first time a blank wall the books are sparser here, tamer less skittering metaphors, and the satire has less bite (when you get old they take away your teeth or you forget them) my hands brush the spines slowly, as the pages begin to unbind themselves, to settle upon the floor; a sea of lilac blossoms in the month of may. i tuck one behind my ear; how do they rise up. 34 ISSUE 43 elizabeth, 1972 ALLISON USELMAN charcoal and pencil 35 MURPHY SQUARE Loneliness Eats away at you until there is nothing left but Loneliness loneliness MARISA MOSQUEDA 36 ISSUE 43 ode to leonardo SOPHIE KEEFE There are some conversations that can only be held late at night. During car rides through streets that are so familiar you can navigate them with your eyes closed, the rise and fall of the landscape and bumps in the asphalt marking the strip mall with the Dollar Tree and Chinese take-out chain, or the winding parkway that loops around the lakes in a lazy curlicue. When a dark, velvety blanket covers the world and softens its edges. Something about the darkness makes the apprehensions that live somewhere deep within that twisted knot of uncertainty in the pit of your stomach a bit easier to bring out through your skin and into the open air. Or, at least into the confined air of a moving vehicle. When my brother is home from college for the summer, we go on these car rides a lot. Everyone else in the house has settled down to sleep, and for some reason our restlessness seems synchronized. He’ll walk into my room, or I’ll wander into his and within minutes the two of us are padding across the back deck towards the garage, a cool breeze gently diluting the day’s humidity. Maybe these conversations also need to be had with someone whose familiarity surpasses the surface level knowledge of a childhood neighborhood. An individual who knows your strengths and secrets and holds them to be as sacred as their own. Sometimes, I feel bad for people who don’t have a twin. The entire time I’ve been on this earth (granted that time has been relatively short), there’s existed someone whose been figuring out life at exactly the same pace. Someone to compare notes with, so to speak. That isn’t to say the two of us are alike. Beyond our profiles and shape of our noses, we’re about as different as two people can be. He knows every word to the musical Wicked’s soundtrack not by choice, but because when we were ten I sang it around the house every day for a year. When we were in sixth grade, he forced me to play the board game Risk with him, and halfway through I stormed out in tears, frustrated that the tactics were too complicated for me to understand, but he mastered immediately. In another dimension, if we hadn’t shared a womb, who knows if we even would have been friends? That’s something I think about a lot; the universe granting me a companion, tied by blood. Indirectly, he’s always teaching me something about what it means to be human. A reminder that even when it feels like life is a series of benchmarks that we all check off 37 MURPHY SQUARE until we eventually die; the spaces between those benchmarks are filled with complexities. Triumphs and mistakes, rash decisions and arguments, family picnics, meals, jokes, lovers, tears, and joys that are all unique to you; tailored by your personality, your likes and dislikes, your heritage, your home. I share most of the essentials with Leo. The smaller stuff is perfectly, and beautifully his. I’m just the lucky one who gets to go on the late-night car rides. 38 ISSUE 43 rhapsody on laurel JACQUELINE DOCKA Engman Prize winner Laurel. Lauraceae. Laurus nobilis. Symbols of victory. A symbol of status. Who’s the victor here? Apollo’s pursuit, transfigured to a tree. Trapped within an organic being, living on Laurel while pursuing baccalaureate. Lived near a church once. Never thought she’d mind the bells. They say the building used to house the nuns and priests. Condemned now. She drives past and parks in the garage. Bong, bong, bong. The bells sound in the background ringing clearly. She thinks of the time she spent there and how unhappy they were. Hearing people screaming in the street. The thrum of the city. A string pulled taut. Twang, someone being shot. Ring ring ring goes the phone. A tinny voice says, what’s your emergency. She’s afraid there’s someone dying in their street. No cops come. She bought them pepper spray the day after the first night. Wondered if it would be enough, hoped it would be enough. The bells, the constantly ringingbooonnngg, booonnngg, booonnngg. Amazing she could hear them over the traffic of the city. She could be miles from home and still hear the clanging. Fear, fear, constant fear. Waking up in the middle of the night, heart pounding, wondering if someone’s gotten into the apartment. Grabbing a metal nightstand ready to bludgeon someone. No one there. Lay back down. Try to sleep. Someone wrote Hell in spray paint outside the building. Trying to tell the world what this building was—as if the residents weren’t aware. A home for nuns and priests. Where only the condemned live now. Home is where the heart is. Heart of the city. Sacred heart, binded heart, wounded heart. Blood, too much, blood. Don’t know if they survived that night. Show me someone who says they got no baggage, I’ll show you somebody who’s got no story, nothing gory means no glory, but baby please don’t bore me. Time creates distance. She still wakes up feeling itchy. Thought it was a weird rash. Allergic to something? They come out of the walls at night. Big fat things feast on your blood. Caught them, put them in a jar to show inspectors. They explain, she could have gotten them anywhere. She wonders are they in his pocket? 39 MURPHY SQUARE They coped. Started a Death Count for all the mice they killed—53. Shower turns off in the middle. Covered with soap and no water. Kayla rinsing her hair with the cold water from the fridge. Happier now? Than then? Moments of happiness even then. Photos taken. Snap, click, shutter. Kayla standing in front of the window holding Honey. Her favorite photo of them. Hearing bands play at the Block Party coming through their windows. Cuddling together on the couch with every blanket they owned because the heater randomly turned off. No working stove for nine months, so much ramen, whistling locomotive radiators when they did work. No, focusing on the good there. So close to school, so close to work, so close to everything. Their only option. Perfect time to escape. She didn’t sleep anyways. Kayla into movies and shows. Her into books. All the reading she did in that house. Lying awake reading. Hyper-vigilance. Might as well be productive. Coming home to their door kicked in. Had to go inside, every sense telling her to run. No one there, they’d left. Cops only took two hours to show. At least they showed. Trusted man helped nail the door back together. Oh girl, this boat is sinking, there’s no sea left for me, and how the sky gets heavy, when you are underneath it! Oh. I want to sail away from here. And god, He came down, and said nothing. As much as they could they lived at the library, at school, at work. Spent as little time in their home as possible. Running up and down those breathless stairs. Them walking down Hennepin. Whoooooshhh. A burst of wind. There goes the 4, 6, 12, on and on and on. They made it to air conditioned/ heated safety. Much nicer here. So quiet, no screams, bathrooms that work. Someone at the window of her car. Booonnngg, booonnngg, taptaptap, booonnngg, booonnngg. -Are you okay? -I’m fine, yes, fine. Thank you she says. Back to the present, still staring at the building. Everything is boarded up. Wonder if undesirables still board there behind the boards. Looking at the top floor, less boards, a sheet flutters behind a window. A roof better shelter than the street. In the end, they had to leave so much behind. Pieces of their lives thrown away like trash. Her grandmother’s rocking chair. Everything else in bags for two years. Effugium, paululum effugiunt, fugit. 40 ISSUE 43 untitled MADELEINE OSWOOD pencil 41 MURPHY SQUARE I consider myself an environmentalist So when the black bear knocked I motioned him in to the couch tossed him a beer In a Transatlantic accent the leaded TV spoke charged young names I asked him his thoughts on mass incarceration. He glugged his beer An outside child screamed over sidewalk chalk I asked the bear how to fix the school system He growled facing D.C. My stomach stormed campaign rallies I stood Have you come to figurehead a proletariat upheaval of the bourgeois class, who are profiteering off the land of bear and human family alike? The bear tilted to its side, pressing his head into the couch arm. I shouted What do you mean! …in all this The bear shrugged the icon MATT PECKMAN Engman Prize winner 42 ISSUE 43 a stable relationship ASH M. KAUN digital photograph 43 MURPHY SQUARE the wreck ALLISON USELMAN Mick woke up drenched in sweat. His eyes were squeezed shut, and he was afraid. Afraid that when he opened them it would hurt, and afraid of what he would see. He lay there for a moment in his bed before he reached up and covered the top half of his face with his hands. He then slowly opened his eyes. He was wrong to be afraid; it didn’t hurt and there was nothing to see. He rolled to his side and looked to see his wife, Margo, sleeping. She was facing away from his and he could not see her face. Her left arm was draped casually over the side of the bed, and all of a sudden Mick was overcome with the urge to pull her arm back, to tuck it against her and hide it under the covers. He leaned back against his pillow and refrained, too afraid that he would wake her. Instead he reached his hand delicately toward her face. He brushed her cheek with his thumb, hardly touching her skin at all, and felt how smooth and dry it was. As he leaned back and touched his hands to his own face, he noticed the dampness of his skin. His hands shook as he removed them, scared of the heat coming out of his own body. I must have dreamt something, he thought, something awful. He got out of bed and moved to the bathroom where he gingerly shut the door and turned on the light only after it was closed. The bulb above his head buzzed, struggling to light up the small room. It would take a few minutes, but soon it would be bright as the sun, and it would hurt to look at. Mick pulled the faucet handle up halfway, and dipped his hands under the cool running water. He washed his face and dried it, laying the towel on the countertop. He was just about to leave with hopes of returning to bed when he caught his own eye in the mirror. For a moment he was unrecognizable. His eyes were so cold. His hair was growing long, longer than usual, and already curls were beginning to form. His face looked worn and rough, like it had been out in the sun a long time, but it was his mouth that looked the strangest. His lips were parted and he could see into his mouth, if only slightly. His teeth sat just behind his lips, white and small. He had always had straight teeth, not one out of place, but there were three tiny gaps between his front teeth that were only visible when he laughed a real honest laugh. Most people didn’t notice, but Margo did. She would 44 ISSUE 43 sit with her legs crossed and her finger on his lip, rubbing it back and forth ever so gently. And then she would sigh. She would study his mouth and sigh. He never could tell what the sigh meant, only that she did it and probably didn’t even notice. He ran his hand over his mouth, as if wiping away a nonexistent stray piece of food. The light bulb in the bathroom was burning, harsh against the encompassing night outside, just before he shut it off and walked back to the bedroom. He couldn’t bring himself to lay down on the bed again, the silk sheets were slippery and he hated them. He hated the way he always felt as if he were going to slip out of bed and fall to the floor, leaving him with no choice but to remain there until morning when Margo arose for work. So there he stood, hands at his sides in the doorway. He took a look around the room, scanning; the green comforter on the floor; the water glasses cluttering his nightstand; the blue gray haze that seemed to cover the room all the time, even in daylight. His eyes fell onto Margo sleeping, her arm was still draped over the side of the bed. Mick shivered once before he turned on his heels and walked out to the kitchen. Outside the sky was still dark and the only light that shone was from the neighbor’s garage door. He could always see the light through the front window, and it bothered him. The curtains weren’t thick enough to hide the light completely, and they instead turned it into a dull yellow glow. It made him nervous the way that the light shone all night long, with no real purpose. Sometimes he looked at it and was filled with the deepest sense of loneliness, a feeling he would never admit to anyone. Oh, I don’t know, he imagined himself saying when asked about it, it’s just, who would think to leave that light on all night? Who are they leaving it on for? He walked past the light and sat down at the table in the kitchen. He blinked, and for that fraction of a second when his eyes were closed, he remembered. He didn’t let himself think of it often, but sometimes on nights when he couldn’t sleep, he would allow the memory to come to him. If only in hopes that sleep might come. It was almost a year ago, the end of summer, and everything was hot. The air, the ground, the inside of your throat. The air was thick and hot and humid, and all too common for the end of August. It was hard to breathe sometimes. He remembered that he could barely get himself to breathe in the thick, thick air. It happened when he was driving home along the highway, and he was all alone. For what seemed like an eternity, there was a stretch of road completely desolate, save for Mick’s own car. Everything was melting into everything else, and the heat wavered like ponds of water in front of him on the road. It was hard for him to see clearly, and he remembered rubbing at his eyes in hopes of focusing them, but it was no use. The heat was just too much, 45 MURPHY SQUARE and so he gave in and let them wander from one melted tree to another as he drove. He remembered the feeling of heaviness that filled his limbs as he crossed through the back roads of the town. It took most of his energy to straighten out the wheel as it shifted and moved with the bumps of the road. Margo never liked for him to drive when he was tired, but she never offered to drive him to or from work. He would have refused if she had anyway, the desolate road calmed him. Sometimes he liked to believe he was the only human being left on the planet, and that there was nowhere to go and nothing to do. It did not matter if he came home immediately after punching out at work, or if he meandered around the country side, looking at old farm houses and pastures of cows that never seemed to move. He felt finite, and it sobered him to think of how disconnected he was to the rest of the universe. It was only the thought of Margo that could force him to turn right at the corner of Fair Oaks and Maple, drive the truck all the way home, and park it in the driveway. But along with the heavy weight of reality, he remembered feeling the instant moment of lightness when he saw the man lying on the side of the road. He couldn’t tell how old he was; he couldn’t even see his face. But he could see his body and his car and he could see that there was no one around for miles and miles. He felt as if he were made of air, as if he had become nothing. He didn’t exist in that moment; in that summer heat he wasn’t real. There he sat, in his car, clutching the steering wheel. He held it so tightly that eventually his nails cut into his palms. He blinked once at the pain and felt heavy again. He had not wanted to get out of the car, even after he pulled over to the side of the road. He did not want to open that car door and let in the air of death and injury and pain. He did open the door though, and walked across the road. Under his feet, he could hear shards of glass crunching under all his weight, under the pressure of his work boots. The boy lying in the ditch was still, his limbs all calmly in their places. He would have looked like he was sleeping except for his right arm. It was stretched out so that it was touching the edge of the pavement, his fingers grasping at asphalt, and it was because of the innocence of his position on the ground that Mick decided he could not be more than seventeen years old. His head was turned away from the main road, resting in the grass and dirt of the highway ditch. The corn fields behind him seemed to stretch off into infinity, as if to say, this is where you are and this is what has happened. The boy’s clothing was dirty and frayed at the knees, a piece of material from his shirt was torn away, nowhere to be seen. Shards of glass from a car’s front window lay scattered in the grass; they anointed the surrounding area with light, refracted floating beams. Mick had felt a small shard jab into his knee 46 ISSUE 43 as he knelt down. He remembered coming home that night and the shard coming loose from where it had become lodged on the knee of his pants, and Margo picking it up off the floor asking, “What is this?” He had snatched it away from her and pocketed it, shaking his head and casting his eyes downward. He told her he didn’t know, and that it was probably from one of the cars down at the garage, “You know how much of a mess that place is.” Suddenly he was overcome with a wave of panic as he realized he was the only one there. He scanned the deserted stretch of highway, desperate to see another living soul, but all he saw was the battered shell of what once was a car and the blindingly reflective glass scattered in the grass. No one else was there to see what he was seeing and he felt completely alone. He would have stayed frozen in his panic if not for the boy turning his head slightly and uttering the words “Mister, would you help me?” His cheeks were still slightly padded with baby fat and his eyes were soft. Round and naive. Even his shoes looked like the shoes of a youth, the laces thick and easy to tie. The afternoon sun washed gold over the scene, and it made the boy beautiful. It hurt to look at him, and Mick had to turn away. He did not want to look at the young boy’s glowing face; it hurt his eyes to look at him lying in the grass with such a gruesome backdrop of a scene behind him. Mick stood up and walked back to his truck, he felt as if his knees were made of jelly and his feet of lead. Each step was a struggle between balance and movement. He fumbled his hands around underneath the steering wheel for a minute as he struggled to find the ignition. When he finally got it started, the truck sputtered as he keeled away from the highway shoulder. If he had looked behind him, or even glanced in the rear view mirror, he would have seen the cloud of dust that had formed, like a bomb, behind him. He drove back into town in a trance to call for an ambulance from a pay phone. He remembered how cold the phone was against his skin, and how the cord repeatedly hit his arm as he hit the switchhook over and over, not sure if he had hit it ten times or not. When he thought back to this moment he couldn’t even recall the sound of his own voice when he asked for the operator, though he must have said something as he remembered the voice of a woman speaking to him through the receiver, asking him where she should send the ambulance. Once he had finished with the phone he steadied himself on the booth’s walls. The receiver hung down off of the hook, its cord almost reaching clear down to the floor, and Mick just watched as it bobbed there. When he stood up straight and left the booth, he glanced back at where he had leaned against it. There was a mark of condensation on the glass, and as he lifted up his hands to look at them, he noticed for the first time how sweaty they were. Trying not to think about it, he walked back to the truck and drove back the way he had come. Mick was 47 MURPHY SQUARE there when the ambulance came and took the boy away. He came upon the scene as he was on his way home again. He slowed down and pulled to the side of the road, just a few feet away from where he had parked only a half hour ago. He saw the boy close his eyes as they pushed him into the back of the vehicle. He imagined that being the last time that he closed his eyes, and imagined that he was the last person to look at them, the soft naive eyes of a child. Mick had no way of knowing what happened to the boy afterward, but he did know that the whole time he was driving he was thinking about the boy’s fingers. There they had been, just splayed against the road. The nails slightly dirty, the tips clawing at the pavement. He imagined what would happen if someone had driven by and run them over, crushing them, leaving nothing but a red stain. across the carpeting, from the curtain hanging on the window. When he reached the bedroom door he stood there leaning against the frame. Margo was sound asleep, and everything was still. He could make out the shape of her legs underneath the blanket; they were curled like a baby’s, and her arm was tucked up to her chin, squishing her cheek a bit. Her other arm was still carelessly flung over the side of the bed. Mick’s heart jumped a little at the sight of it, and he was sure he would wake her with his jumpy heart. She didn’t stir a bit as he slid back into his spot on the bed, his pillow slightly damp under his head. She didn’t even stir as he reached and pulled her arm back towards her body, and tucked it in with the covers. Now, he sat up from his hunched position on the kitchen chair. His legs had red marks from where his elbows rested, and he felt a pain in his neck as he straightened himself. But he also felt relief. The tense, shaky feeling he had awoken with was now gone, almost no trace left behind. He stood up and shuffled back through the living room, passing the front window and the light that never seemed to quit burning. The street looked lonely in the darkened night, the street lamp was not lit, and the only light continued to come from the garage across the street. Mick averted his eyes as he passed by the window, but on the floor he could still see beams of light, refracted 48 ISSUE 43 The potted green plant on the steps that lead to my front door had sunk into itself slumped as if a grieved old woman having seen too much. old hands RACHEL BROWN Engman Prize winner Its leaves squeezed together into blotchy purple fists collapsed fell scratched softly against the dry concrete. 49 MURPHY SQUARE prayer CAMERON YANG digital photograph 50 ISSUE 43 The metal rings wrapped around their clenched hands And they gave each other a promise of eternity. They stared at one another, playing chicken as to who would look away first, A passion too potent to be done justice with language alone Sparking and exploding almost unstably in their eyes, Like a fork in the microwave. metal rings HALLE CHAMBERS Engman Prize honorable mention A flipper’s house, soon to be their home, Fragrantly fresh with the fumes from cleaning chemicals. A flower plot out front with the potential to be a prizewinner. Crickets and cicadas serenading them with a late summer love song. The porch light flickering along with its celestial siblings As the bridegroom bore his newlywed better half through the doorframe. They started their lives together as couples their age do: With lazy kisses across the kitchen island at Sunday morning breakfast, And shaking bedsprings and screaming on late Friday nights, And the air noise congested with the never-ending, “I Love You”s But as all such sugar sweet things do, It melted with heat and time. 51 MURPHY SQUARE They started their fights together as couples their age do: With passive aggressive subtleties across the kitchen island at Sunday morning breakfast, And shaking walls and screaming on late Friday nights, And the air tense and silent with the never spoken, “I Hate You”s But as all such souring bitter things do, It only fermented further with time. They tramped through the neglected front yard foliage, its aroma Easily overpowered by the spoiled stench spewing from the now deserted dwelling. The celestial spotlights couldn’t be seen Past the scarlet and cerulean strobe lights. The droning ditch crickets and summer cicadas Were drowned out by the blaring sirens And the shrieking From the swearing ex-sweethearts, Who only went silent when they were crammed into the cruiser, Squashed into the sticky back bench seats, Each separated from the other offender and the officers By a solid, yet see-through safety screen. She wanted to go to therapy, But he didn’t. He wanted to divorce, But she didn’t. They thought a baby would fix the rift, But it didn’t. The cops came one night, called on a noise complaint To the house, not a home at all, in shambles. Baby screeching in the bassinet, Starving in a soiled diaper. Parents screeching in the bedroom, Too preoccupied with themselves to notice. They stared at one another, playing chicken as to who would look away first, A passion too potent to be done justice with language alone Sparking and exploding almost unstably in their eyes, Like a fork in the microwave. And they hated each other for a promise of eternity, The metal rings wrapped around their clenched hands. It ended in a newspaper tragedy: Baby taken by foster care To find its first stable home. Parents arrested for disturbing the peace and child neglect, Neither caring enough to think past the loathing burning like acid through their brains, Still cussing and fussing all the way to the squad car. 52 ISSUE 43 penitence SAM Lust I lie on the floor and pound my head Against all the shame I find in my bed Greed I got a little bit, then a little bit more Nothing will stop this material whore Pride Pride can be a hard pill to swallow If not you’ll be left empty and hollow Envy What you have will soon be mine Killing with kindness takes a little time Gluttony You can see it is evident All you want is decadent 53 Wrath Bright red boiling blood Intensely like a familiar flood Sloth I am entitled, I’ll show you how Just not right now MURPHY SQUARE forest ALLISON USELMAN copper plate etching 54 ISSUE 43 In the green light of this summer afternoon the orange demon seems so far away. The breeze raises and ruffles the leaves. There’s the distant beep of a truck backing up. green and orange: a pantoum D. E. GREEN The orange demon seems so far away, though I know he’s lurking in the living room. The distant beeping of a truck backing up— it makes me wish that accidents would happen to the evil lurking in our minds and living rooms, occupying all our screens and our consciousness. It makes me wish that accidents would happen to the one crafting all the plans to do us in. Forget the myriad screens and false consciousness. Feel the breeze raising and ruffling the leaves. Forget the orange demon crafting plans to do us in. Absorb the green light of this summer afternoon. 55 MURPHY SQUARE celebration #1 STEPHANIE FREY found images and gouache paint 56 ISSUE 43 You are ember-hot, reflecting wishes and A pictured anomaly, protecting visions and A single moment, mental kisses and You’re set on course, the steering wheel is locked and I’m flagging you down by the ditch’s water and There’s something pretty about the laughter and Your wings are red and slowly fading and I know that hope is overrated and A memory is not a painting and When shooting stars burn in the sky It paints a picture of us both And if there’s anything I know It’s that this is not the end firebird ALICE LIDDELL CHESHIRE WOLFF 57 MURPHY SQUARE special agent dale cooper MADELEINE OSWOOD digital painting 58 ISSUE 43 stretched out for days, you’re a yellow brick road a mirage-like shimmer, for dreamers bestowed on towards the upwards and outwards unknown drawn to your allure we always will go 12 west L. B. DOGOOD with you, i’m always a few steps behind, full of adventure, with nothing but time turning your corners, we’ll start to unwind and where we end up is always inside we’ve been in swamps (water pumped over feet) we’ve found small bones (broken down and petite) we’ve tripped galactic (fear of cosmic defeat) and we’ve explored houses (then, rapid retreat) we’ve climbed up bridges (the worst path, the best) we’ve discovered artifacts (deep in my chest) we’ve scaled mountains (high up where birds nest) and we’ve walked on water (messiah’s old test) and then in the end when we’re left with our tale, some photos, a heartbeat and dirt under nail i’ll still speak these words because you never fail for you, 12 west, are a life changing trail 59 MURPHY SQUARE basilica ABIGAIL TETZLAFF 35mm film camera 60 ISSUE 43 miikawaadendan (think it beautiful) ASHLEY MURRAY Engman Prize honorable mention Deep green, mitig is swaying around niin Inwewin I want gikendan. bizindan. Nisidotan. Understand who is speaking. A voice, baswewe off canyon walls. Vibrating the air around me. engulfed in the jiibay (a tree)/(me) (a language)/(know it)/(listen to it) (understand it) (it echoes) (spirit/ghost) Know what they know. Feel what they feel. Speak how they speak Miikawaadendan (Think it Beautiful) 61 MURPHY SQUARE untitled MADELEINE OSWOOD pencil 62 ISSUE 43 untitled MADELEINE OSWOOD pencil 63 MURPHY SQUARE infinite DEREK L.H. Tomorrow is my last day. I wish I could fall asleep, but my heart can’t stop pounding. However, my analytics tell me that this is a common phenomenon for people undergoing the digitization procedure…Eesh. It’s hard to believe that I’m already getting used to saying stuff that way. Digitization, or the Infinity procedure as some people refer to it, has become more common over the last ten years or so. A few years before the Infinity procedure existed, there was a discovery that there wasn’t an afterlife. No heaven, no hell, no God, just nothing. I wasn’t raised religious, so I wasn’t personally impacted that much, but this was a huge deal to a lot of people at the time. Most religious people were in total denial, and many disregarded the science behind the discovery merely on the grounds of their religious beliefs. So, since there wasn’t an afterlife, humanity decided to make its own. That’s when the Infinity procedures became a thing. People became digitized before their deaths — they became AIs that both represented the life they lived as a person, as well as functioning as an AI to serve society in a way that they couldn’t as a human. I’ve done some research on what it’s like to become an AI, and it seems lovely. It’s painless, and you instantly become more knowledgeable about so much. You gain access to way more information than a human could cram into their brain. Becoming an AI seems like becoming perfection to me. I can’t wait to become one. Originally, they only digitized people that had terminal illnesses. Cancer and stuff like that. After a few years, though, they had made it so that more and more medical conditions could allow a person to become digitized. And then mandatory digitization replaced the death penalty the year after. And then just about any adult could sign up to undergo the procedure. It makes sense if you think about it. After you transition into an AI, sure, your human body’s dead, but you’re still a member of society — just in a different way. Well, it makes enough sense to me, and that’s all that really matters. I’ve been staring at the ceiling of my bedroom for a while now, hoping to the non-existent heavens that my heart will slow and I can actually fucking think about something else. I’ve just been lying atop my bed, snuggling in the warm, hand-knit blankets I made when I was a kid, staring at space for I don’t know how long. Well. Actually, I do. Twenty- 64 ISSUE 43 nine minutes and seven point two seconds, but who’s counting, really? I turn my head to the table across from my bed. My phone lit up, as it usually does once it’s fully charged. There’s some other notifications on it. While I was able to assess what it was before even getting up, I think the old me, however much of the human me was left, still wanted to check it. Besides, it’s not like I’ll have many more chances to check a personal device like this, so a fallacy in my logic via emotional override is excusable in this instance. Gah. There I go again. I quickly walk over to my phone. The notifications on it read: “Charge complete.” “Missed Call: Mom (20), Dad (11), Andrea (6)… “23 New Messages: Andrea, Dad, Mom, Lea…” Perhaps in a momentary splurge of unnecessary emotionality, I unlocked the phone and looked at the newest message. It was from Andrea, reading “Why the fuck are you doing this?? Call me, Mom, or someone NOW, Ellie! You know you shouldn’t do this.” What emotional language. It’s quite elementary in its efficiency and effectivity in persuasion. Andrea was never an eloquent individual, so perhaps I should use lower parameters for expectations on persuasion for her, specifically. However, this message is simply ineffective and clearly should have undergone significant revision. …And there I go, once more. My head’s starting to ache. I should sit down. Anyway. These changes in my thought and speech patterns used to only happen one or two times a day if I got lucky, and now it just happens without me thinking about it. But yeah, Andrea was never good at voicing how she felt. In many ways, she was the model older sister when growing up. Got good grades, was crazy pretty, athletic, had tons of friends, lived a satisfactory, if unremarkable, life. I certainly looked up to her when I was a kid, but everyone in my family knew she was poor at being logical about things. She always let emotions be the deciding factor on just about every decision she made, big or small. I was still in high school when she dropped out of college. She was living in an apartment with her boyfriend at the time. They were both cheating on each other. When they both found out the other was cheating, they got into a big fight. She didn’t get hit or anything like that, as far as I know. Though, they ended up saying hurtful things to each other. Again, as far as I know. Andrea didn’t really know what to do with herself afterward. This was her first breakup, so I guess she didn’t really know how to cope. Well, yeah. Clearly, she didn’t. She started drinking, had one-night stands pretty regularly for a while and experimented with taking different kinds of drugs. Which kinds, I don’t know. And really, I don’t care. Yeah, I understand some may consider it to be a blasphemous position for a younger sister to take, but…I just thought it was dumb. She did anything that could help make her feel better. Eventually, she dropped out of college, moved 65 MURPHY SQUARE back in with my parents, and went into rehab a few weeks after. Even though that was all a few years ago, she’s still considered emotionally unstable. Having so much of your life get fucked up because of how you feel sounds…so tragic to me. So many people go about their lives, trying to make themselves feel good through whatever means, even if it ends up hurting other people. I don’t know, something about that really sickens me. My sister and people like her sicken me. That’s one of the reasons why I’ve decided to get digitized. I don’t want to be a slave of emotion. I don’t want to be like my sister. Emotions are just an obstacle for people, as far as I can tell. Ever since I had started taking Infinticilia two months ago,—that’s the drug that preps my brain for becoming an AI—this became only clearer. I had noticed more and more that many people were objectively poor at communicating how they felt to others. My family was specifically belowaverage at it. Their phone calls and messages to me over the last two months have all been poorly constructed, only using rather melodramatic and/or anecdotal rationales in arguments as to why I should terminate both my use of Infinticilia and my Infinity procedure. Perhaps more intelligently constructed and presented rationales could have influenced my decision. But alas, it is too late for them now. They had their chance to persuade me to stay alive as a person, and they failed to do so. After sitting for a while, I grabbed my phone and set it back onto the table. My headache had only gotten worse. Fuck. I had gotten used to the migraines, the most common side-effect of the Infinticilia, over the last few months, but I haven’t gotten any in a few weeks now. I certainly didn’t want to deal with a migraine tomorrow. Best to deal with it tonight. I walked into the bathroom across the hall. Perhaps walking was an ill-calculated decision. I quickly took one of the few supplements left for this kind of instance. It will make me somewhat revert back to my more human self to alleviate the migraine. After a while, I should go back to being fully prepared to make the transition tomorrow morning. I could feel my thoughts beginning to revert back to those that were common for my previous self. I figured that it wouldn’t hurt to get some fresh air. I quickly slid open the door in my kitchen, out onto the porch of my apartment. It was certainly a November night in Also. The brisk, cool wind stroked my warm skin as I stepped outside. Also is a small town in upstate New York that I moved to about a year ago now. The town has a population of only a few hundred people. Living in Also was the closest I ever got to enjoying where I was in life. I grew up in Buffalo, where my parents and Andrea still live, and I hated every second of living there. When you see hundreds of people on a daily basis, you’re bound to come across people that you can’t fucking stand. I guess I was always that kid. The one who didn’t want to be part of anything. The one that quietly judged everyone else. 66 ISSUE 43 I’ve always assumed that people think of me as an uninteresting person. I have no tragic backstory that would make anyone sympathize with me. Nothing very significant has happened in my twenty-six years of life that would make people get attached to me, and that’s fine. Not everyone is meant to be interesting, and I just happen to be one of those people. Life has just always sort of happened around me. I was never bullied or harassed or anything. Just ignored. And in this day and age, no one really cares if you’re ignored. And again, that’s fine. To me, it just…got tiring after a while. I remember the night I decided to undergo the Infinity procedure. It was three months ago. I was stopping by my parents’ house to grab some mail that was still getting delivered to their house for whatever reason, and they invited me to dinner. I really didn’t want to stay, but Dad made lasagna, and I’d have felt bad if I turned down his cooking. He’d have taken it personally if I had. He is a music instructor, and the only real interesting parts of his life were his anecdotes about the students of his private lesson classes. Well, at least they would be interesting if he ever shut up about them. “So I was giving a lesson this afternoon with a student I’ve had for a few years now, right” he started, “And he starts telling me about how he’s not going to take lessons anymore because he plans on doing that digitization thing. How sad is that? I can’t believe so many people throw away their life like that. I always thought he was better than that, too.” We were all sitting around the dinner table, eating slightly undercooked lasagna as he said this. I stopped eating for a moment. “Isn’t that a bit harsh?” I asked. “I mean, did he tell you about why he was doing it?” Dad exhaled loudly, glaring at me before he said anything. “Uh, well, no, he didn’t. It’s just the concept of someone turning themselves into an AI that’s so sad to me. I mean, people just end their lives to do it, and—” “Technically, your life doesn’t really end when you get digitized,” I said. “Your life just becomes different. Instead of being a person only capable of finite things, being an AI gives you the ability to do an infinite number of things. Isn’t that right?” “Well, I don’t know what happens to people after they undergo the procedure. I know they supposedly become sources of information and get programmed into databases and all that. But what if that’s bullshit? What if that’s just a lie?” “What if it’s just the surface? What if there’s so much more to being an AI?” Mom butted into the conversation. At least, she tried to. “Ellie, James, can we please save this discussion for later—” “Ellie, it, uh, sounds to me like you’re defending people who become AI…” “Well…it’s starting to make more sense to me is all…” The tinkling of silverware hitting dinner 67 MURPHY SQUARE plates was the only sound for a moment. “Well, if you ask me, the people that get digitized are just quitters. People that are too scared to deal with reality.” Mom started to ask, “James, don’t you think—” “Think what?” He yelled. “That I’m being too harsh or some shit? Why doesn’t anyone here try to understand where I’m coming from?” “I-I-I-I’m sorry, James,” Mom anxiously stuttered. “Uh, anyone want more lasagna?” No one answered. The tinkles of silverware turned into clanks. I had grown tired of the topic of digitization that night. The rest of dinner was quiet and awkward. As I drove back to my apartment later that night, I found myself so frustrated. Dad was doing that thing I hate where he keeps interrupting Mom from getting her word in. And he always thinks his opinion is more valid than others, and gets all defensive when people disagree with him. Dad is too rigid, and Mom is too delicate. She has always been too polite for her own good. She tries so hard to be so respectful to everyone’s feelings that she keeps a lot of things to herself. It was moments like then that made me glad that I had moved out of that house long ago. Mom, Dad, and Andrea were all people that managed their feelings in a way that always frustrated me. They always brought their emotions into conversations where they weren’t needed. I eventually just got sick of it all. That’s the thing: emotions—they just cripple you. They cripple and destroy you like hot coffee seeping through paper. Emotions impact how you decide on things, or how you interact with others, or even who you interact with. They take control of you and become you. That night, I realized that I no longer wanted to live a life where emotions hijacked everything. I just wanted to be free of it all. And that was when I realized that the only way to be free of emotions once and for all was to undergo the Infinity procedure. Looking up at the night sky reminds me of how small this life was. People are so tiny if you think about it. After I enter my new life as an AI, maybe I’ll serve a bigger role. Or maybe I won’t. All I know is that I’m ready to begin my new life as an AI tomorrow. The late autumn wind made my skin hollow, so I walked back inside my apartment, sliding the door shut. The migraine had mostly faded at this point. I could feel the supplement starting to wear off. My appointment was in the morning, and I was still anxious about it. Even to the end, I guess I’m still no exception to being controlled by emotions sometimes. Despite the anxiety and nervousness, I tried to get some sleep. I opened my eyes, and looked at the alarm beside my bed. 8:00 A.M. Satisfactory. I stood up and quickly calculated what I needed to do before heading out. It would be unnecessary to prepare myself aesthetically, given the circumstances. Therefore, I deduced a quick checklist of necessary requirements 68 ISSUE 43 before retiring from my apartment. This checklist mainly consisted of preparing the apartment to be in near-mint condition. Naturally, I had set up many things in relation to the procedure in advance. Among them included writing a will to allocate all my existing assets after I become digitized. The agent that I corresponded with to prepare for the procedure assisted me with the logistics of digitization. Everything was set. All that awaited was heading out to the hospital to check in and undergo the procedure. However, as I began preparing to leave, I heard knocks at the front door. I opened it. It was Mom, Dad, and Andrea. Their eyes glimmered of desperation. They appeared to be teeming with toxic emotion, typical as ever of them. They exemplified signs of looking distressed due to the wrinkles on their faces. Andrea stepped forward, tears coming from her eyes. “I can’t believe you’re doing this! What the hell is wrong with you?” Dad also stepped towards me. “Ellie, you can’t do this. I…I can’t let you go.” I scoffed. “Your concern is understandable given the circumstances, but I’m afraid that your attempt at preserving my human self will end unsatisfactorily for you. My decision is set in stone. It’s been two months. If you were capable of coercing me out of undergoing the Infinity procedure, you would already have succeeded in doing so.” Silence for a moment. Andrea still had tears in her eyes. “Who…who are you? Whoever you are, you’re not my sister anymore.” Andrea’s use of melodramatic language was as ineffective as ever. “Andrea, Mom, Dad…I’m becoming digitized. This life is no longer optimal for me. It really never has been optimal.” Mom, who had been notably quiet and reserved, finally spoke up. “Is that you saying that? Or the drugs that they put you on?” “It’s likely both, Mom,” I said. “This is what I want. I’ll still live. Just…in a different way than you. It’s always been like that, if you think about it.” Their eyes of emotion remained lucid. They appeared frustrated, disappointed, maybe even in denial. But their refusal of my resolve was practically insulting. Andrea looked down to her small feet. “Can we at least…go with you?” ... The Digitization Department was surprisingly small at the hospital I went to. At least, it surprised me the first time I went. Digitization was becoming more and more common every year. Most hospitals and even some clinics offer Infinity procedures. Regardless, everything was set and ready to begin at 10:30 A.M. It was clear that my family didn’t want to be there. Their emotional eyes remained ever-present on their faces. We were all sitting in a waiting room 69 MURPHY SQUARE designated for people undergoing the Infinity procedure. There were two other families in there with us. I couldn’t hear their words, but the tones of their voices were also full of emotion. It’s quite inadequate that the experience of having emotions isn’t a unique one. Ultimately, how anyone feels right now has been felt by someone somewhere sometime before. I’ve heard of people finding beauty in that— that it’s amazing how we can find other people that have felt the same as we have. But beauty is just an emotional construct. Beauty doesn’t actually exist. People just convince themselves that it does. It’s just another example of emotions blinding people. However, while thinking upon this subject, my mind briefly reverted to memories between Andrea and myself. Growing up, Andrea would often talk to me about societal perceptions of beauty. She was always fascinated by that kind of stuff—history, how people relate to each other, all that junk. She talked about it with me for hours so many times when we were growing up. She loved talking about anything that had to do with how people treated each other throughout history. Dad would never shy at jumping into the conversations between Andrea and I, always adding theories, facts, and statistics that may or may not have been relevant to what we were talking about. Mom would always listen in on our conversations and ask questions, always fascinated by what we were discussing. I’m really going to miss them. ... I mean. Um. It’s 10:30. I should go. Dr. Carlisle, the doctor that I had talked before about the Infinity procedure walked into the waiting room. “Elizabeth Hensley…are you ready?” I stand up and nod. Dr. Carlisle continued. “I’m sorry, we can’t have family go into the Digitization Room. I’ll…give you a second to make your goodbyes. Come on in once you’re ready.” She stood by the door. I turned around to face my family. They all looked at me quietly. Unlike before, their eyes weren’t filled with emotion. They were… empty. Hopeless. I didn’t really know what to say to them. I turned towards the door, facing away from them. “Um…thanks for coming. It…means a lot.” Without looking back, I walked towards the door. ... There it is. The Infinity: the machine that digitizes people into AI. It looked like an MRI scanner. The room was entirely white and lifeless. No one except myself and Dr. Carlisle were in the room. The next few moments were a blur. I got into the Infinity. This is what the last two months have been leading up to. It almost didn’t feel real. Like I was dreaming. Like all of this was fantasy. But I laid there, on the machine that would digitize my body, birthing me into my new life as an AI. Soon enough, the machine began moving into the Infinity very slowly. Maybe only a few 70 ISSUE 43 centimeters per second. But this was it. I had seen everything and everyone I would ever see outside of this room for the last time. It…didn’t really hit me until then. The memories I had with everyone…with my family… All of those memories were moments from evaporating. They would be gone forever. Or maybe I’d still remember them after I became an AI, or…I don’t know. I…I just don’t know. I wanted so hard to be free of emotion. It’s why I wanted to go through with this. And yet, I find myself leaving this world feeling unlike how I’ve ever felt before. I was filled with emotion. Filled with fear. Most of my body was now inside the Infinity. Seconds of life as I knew it were left. Was this a mistake? Was this a good idea after all? Am I doing this for the right reasons? What are the right reasons? What are the wrong reasons? What have I done? What have I done? What have I done? The last of my body entered into the Infinity, at last. Tears began trickling down my face. For the first time in I don’t know how long, I cried. I cried. The machine made a loud noise and my legs began to feel weightless. Everything began to feel weightless. The last sound I would make as a human was a laugh. A laugh at the thought of me leaving my human life just as I entered it: crying, powerless, and teeming with emotion. 71 MURPHY SQUARE celebration #5 STEPHANIE FREY found images and gouache paint 72 ISSUE 43 words like radiation ringing out, observed by those not worth speaking to; 52 hz L. B. DOGOOD i wish you could hear me smooth like the ocean ridges of mollusks and sand for your skin for your skin, they’ll never understand why we rot away into filaments they call it fur and a mystery but only we know that we’re fibrous creatures made of sinew and bones but you can’t even hear me even you, ones with bodies bigger than earth lives longer than time sing too low sing too low for a connection, i hear you calling out and i can’t understand why my words don’t reach you, ‘is there anybody like me? is there anybody like me? is there anybody like me?’ 73 MURPHY SQUARE When I’m driving on the highway, the destination doesn’t matter, I’m usually in the passenger seat because piloting tons of crashing metal makes my throat close up, so I can look out the window as we drive and watch the road going by, and roadkill ALICE LIDDELL CHESHIRE WOLFF Sometimes I see the dead animals, birds or raccoons or squirrels or sometimes deer, and sometimes their bodies are intact and they’re lying off to the side and I think why don’t they just get back up? They look perfectly fine to me, but their eyes are being eaten by ants and it’s only from a distance that they look more alive than I feel, but other times They’re crushed and smeared into the pavement by endless tires, fur and feathers and life turned into a bright red stain, a gore bouquet that seems scattered everywhere, and I wonder how all that meat fit inside their fragile little bodies, running and jumping and sniffing their way through life until they’re pulverized by people on their way to work, and It makes my stomach churn but I always look as the car drives past and if I were walking I might stop and study the remains for any clues, wondering who they were and why this happened, wondering what it felt like, can they still feel, their nervous system still ticking out information across their bodies, spread like jam on concrete, or maybe their spirits still linger, breathing in the exhaust fumes as they howl silently as a warning to stay away, and They enter my dreams, messiahs covered with flies, 74 ISSUE 43 fearless crows poking stigmata into their stomachs, looking at me with lustful eyes and directing me into the forest, where there are no cars and humans are just a memory and the evergreens loom all around like a silent jury surrounded by tears and The wave drowns animals and trees alike, until all is washed away and the ground is meat, and the meat is concrete, and the remnants of the living are baked into a gray shell that stretches on for miles and miles and miles and I’m back in the car, we’ve arrived, and I look over my shoulder as I step out onto the stone floor of the city, wondering where my body ends and the roadside bodies begin. I walk down a path and mice scuttle out of the woods with legs like spinning wheels, crawling up my boots and under my shirt, surrounding me with the mass of their bodies like a second skin before pulling back, a wave of life breaking against me and churning out whispers into the forest, letting the world know that I do not belong here, and the woods Part before me, and looking through the tree line I see animals gathered on the shore of a lake, a parade of silent stares, eyes glinting in the bloody horizon glare, rabbits emptied from their warrens and raccoons crawled back from city suburbs, opossums with nail teeth and fawns without mothers, a bear grown stick thin and desperate from too many winters, its bones strained to the breaking point as it opens its mouth to show a gummed expanse of night, and as it stretches out a rasping tongue into the rippling air I see the lake rise up in a tidal wave, becoming the sky as it crests, drowning the world with shadow, and in the fading light I see it is not water, it is an ocean of meat that plunges down, crushing and mauling the forest and I can feel my body as it is pulled apart, popped like an old balloon, and as my guts slide down and mix with the soil my soul remains, and I am aware, I watch as 75 MURPHY SQUARE she-wolf CAMERON YANG digital photograph 76 ISSUE 43 You have his eyes. All your life you have never been yourself, never been your own. You are your father’s eyes in your mother’s face, and your name is a cinderblock they chained around your ankles and called a gift. The day you are told what he did, you will not react at all. You will sit in your chair and listen to your sister, a supportive stone statue, and when it hits you seven months later, when it sinks in and becomes real, you will be useless for four days. You will stand in the bathroom before class and look in the mirror and wonder if they can see it in your eyes. Your father’s eyes. You wonder if it’s obvious you have the eyes of a killer. You’ve known for months but it wasn’t real until right now, Looking in this mirror and thinking about how nothing is quite the same once you know your father is a killer. The finding out is easier than the knowing. The finding out is ice water down your back. A shock. The knowing is heavy, and once you pick it up, you always have to carry it with you everywhere. You will never be able to put it down. Know this because you have to, but know something else as well. Carrying this with you is going to feel like there is a coffin the eyes are the window to the soul ALEXIS KIMSEY 77 MURPHY SQUARE strapped to your back, like there is a scarlet letter pinned to your chest with a blade sharpened by inheritance, like you never understood sin until your sister tied your father’s around your neck and you’re never going to want to tell anyone. You’ll look at your friends and feel it almost bursting out of your mouth, How are you today, My father is a killer, I’m a murderer’s daughter, it’s so heavy, it’s pulling me down, take it away, please, please, G-d, someone, help me. You’ll almost say it over and over but you won’t want to. You won’t want to tell them, not now not ever they can never know. When you tell them anyway, it will feel like pulling a piece of that coffin down from your aching shoulders and nailing it between theirs. When you do this, remember that they told you that you could. Remember how they handed you the hammer. Remember when you turned around and offered them your spine, the spaces where they’ve taken parts of your coffin from you making room for the pieces of theirs that they’re too tired to carry alone. Remember that we all have coffins. That we are all a cemetery, but we do not have to let that bury us. 78 ISSUE 43 flower girl flower girl GABRIEL BERGSTROM 35mm film photograph 79 MURPHY SQUARE untitled MADELEINE OSWOOD digital painting 80 ISSUE 43 I stepped in a puddle today after a rain that had lasted for probably 4 days and 4 nights. I felt it the water sucking my toes and soaking my white socks brown swallowing me slowly like a snake stretching wide his jaw with that little extra bone he has so he can fit a city rat twice the size of his head down his slick pink throat. I thought about him about a snake big enough to eat yappy yorkie dogs and deer fawns until the water lapped at my armpits and licked my eyelids closed and the world dissolved in wet-like blues and greens. Galaxies swirled like ribbons silky between my finger crevices as if rainforest and ocean curled up and melted together the way two spilled cans of paint sometimes do. galaxies RACHEL BROWN Engman Prize winner 81 MURPHY SQUARE light rail ABIGAIL TETZLAFF digital photograph 82 ISSUE 43 happiness is the light between the trees in autumn travelling miles upon miles through space to make mosaics on the forest floor and caress faces one last time before winter sonas EVE TAFT touching all things, light ignores broken bones wends its way through thunderstorms finds ships on the tousled sea insensitive, it dries tears early and blinds happiness is the light between the trees in autumn golden warm, more steadfast than summer more compassionate than winter happiness steals in through branches gently, gently, gently 83 MURPHY SQUARE the spin GABRIEL BERGSTROM 35mm film photograph 84 ISSUE 43 the bridges GABRIEL BENSON I’ve been driving for two hours, making my regular trek from one home to the other. My back is sweaty as it often gets on these long drives. In an attempt to aid this, I sit slightly forward and turn the air conditioner on full blast. This effect leaves my fingers icy, but the sun still beats down on my thighs, my own personal greenhouse. By now, I really need to pee, and the empty coffee cup from this morning is beginning to look more and more tempting as a release for my bladder. The ride from Willmar to Minneapolis on Highway 12 has only a few landmarks peppered in that I find to be worth noting on the drive. Once I left one home, I knew I was destined to nomadism for the following two hours. Like a turtle, I would own only what I carried with me in the silver Pontiac Bonneville. My suitcase, backpack, and a box of books all pile in the backseat. In Montrose, Minnesota, I pass the small side-of-the-road memorial to my old dear friend killed on his motorcycle in 2014, killed by a car that hit him head-on. It’s a knee-high cross, a picture of him placed in the center. It never gets easier to look at this cross, but it does get harder to see. It can be hidden in the winter by snow, and it was once carried away by a well-meaning plow. But I know there are no spirits here. On these roves from Home A to Home B, Minnesota Public Radio is my companion. Today, it’s an in-depth story on the music history of Simon & Garfunkel, a duo I know little about—a couple songs, something about herbs and the fair, perhaps. The piece itself is intermittently sprinkled with their songs and interviews with musicians and other members of the industry. As I enter Minneapolis, the skyline on the horizon, “Bridge Over Troubled Water” comes on. It’s familiar to me, like a song from an old movie. When you’re down and out / When you’re on the street / When evening falls so hard / I will comfort you. As usual, I follow the traffic into the underground I-94 tunnel. What was once bright sunlight is transformed, and I am plunged into darkness, the white rays replaced by the ambered lightbulbs that line up above me. When entering, the tunnel seems endless, stretching ahead indefinitely before me. 85 MURPHY SQUARE Now, there is a strict ritual for these tunnels, and I have been practicing since I was a child, just like my mother taught me. light. Are the cars in front of me, behind me, beside me, fixed in the same trance? they shine When darkness comes / And pain is all around As I run down the grocery list of my wishes, my lungs start to ache. The sunlight begins to peek in front of the many cars ahead of me. The last wish in my head is always the same, vague, but it is perhaps the most important. Please have all of this be okay, I pray. The floodlights of the day’s sun rush back into the vehicle. I exhale, my lungs receiving sweet air, my hand falls back down onto the steering wheel, and the radio plays as usual. The song is almost done. I will ease your mind. As my eyes adjust to the new light, I suck my breath in, the air that stops coming into my lungs matches the now crackling radio waves that barely filter through the speakers. One hand on the steering wheel, the other hand flopped up to lay my palm flat against the carpeted roof of the car. Several yards into the tunnel, the radio has been reduced to static, only a word or two from any number of radio stations is translatable. It’s in these moments—dark tunnel, amber light, breath held, hand on roof—that I truly pray. I grew up believing that these tunnels held a mystical property, that it was here where wishes could be granted, prayers answered. With air tight in my lungs, these messages to someone are thought loudly in my mind, for if they were spoken, my pact of not breathing would be broken, creating the possibility of these requests not being listened to, not being transmitted to whomever receives them. And it does, almost always. I smile at the stretch of city before me, and I feel a sense of relief. Whether or not this all ends up okay, it’s out of my hands now. But inside, I think it will be. Sail on I pray, thanking the tunnel for my safe drive. For the sun. For things going well. I pray, asking the tunnel for good health for myself and those I love. Row by row, I pass amber light after amber 86 MURP HYSQ UARE ISSUE 43 | 2018
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Title: Augsburg Now Spring-Summer 2022
Collection: Alumni Magazine Collection
Search Result: Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE NOTES FROM PRESIDENT PRIBBENOW-MULTIPLY YOUR MIND BY GIVING IT AWAY: SHARING THE GIFT OF VOCATION by Paul C. Pribbenow Se12tember 14, 2022 • Around the Quad. President's Letter Share this: [ f Faceb...
Show more Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE NOTES FROM PRESIDENT PRIBBENOW-MULTIPLY YOUR MIND BY GIVING IT AWAY: SHARING THE GIFT OF VOCATION by Paul C. Pribbenow Se12tember 14, 2022 • Around the Quad. President's Letter Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ a Email ] A few years back. I happened upo n the w ork of Mark Fed erma n. a Canad ian scho lar whose writings o n innovation include th is provocative suggestion: "Multiply your mind by giving it away: And Fed erman mea ns exactly what he says: be genero us. be charitable. give instead of always taking. Because when you are generous with your mind- with your knowledge and educatio n and other gifts-you help to create organizations. neighbo rhoods. agencies. churches. and schools t hat are marked not by the scarcity of t he w orld. but by the abundance of what is possible. I w as thinking about Federman's challenge while serving on a pa nel about how Lutheran colleges and universities might apply •-~ lessons lea rned about vocation fro m w ork with o ur D T 1 r ~~!~~~o-:.J undergraduate students to other impo rtant constituencies. The following three themes emerged fro m o ur conversatio n: v_., On our campuses, beyond undergraduates GREAT RETURNS AD ' ST . 186 9 - - - """"--- President Paul Pribbenow (Photo by Courtney Perry) Many coll eges and universities hav e g raduate progr ams in professio nal disciplines like nursing. ed ucatio n. and social w ork. wher e the concept of vocatio n can play an important role in shaping a professio nal career and life. At Augsburg. w e created V-Portfolio. an online vocat io n portfolio for undergrad uate and graduate students to share artifacts from their personal. academic. and professional j ourneys. V-Portfolio has prov ed a helpful tool for students to narrate the many facets of a vocationa l journey. In addition to academ ic w ork. students share experiences as parents. as citizens. as neighbo rs. and as professionals-creating that many-layered story of a life. Across the vocational lifespan Other important constituencies for our ca mpuses include prospective students and alumni. For exa mple. Augsburg has hosted an annual Youth Theology Institute for high school students. Over the summer. these student learning communities explo re pressing issues in the wo rld through a theological lens. Alumni are another importa nt audience for our vocation lessons. At Augsburg. w e organized the Center ed life Series. led by Jack Fortin. whose book. "The Centered life." has inspired many of us in our own vocatio nal w ork. Fortin curates a series of sessio ns each semester (in person before the COVID-19 pandemic. but even mo re well-attended online during the pandemic) that address a particular vocational theme. For example. o ne ser ies focused on the Sign up for Email Newsletter vocation of caregiving fo r a spouse with memory loss; another shared the concept of interrogat ing our institutiona l saga. the w ork of appreciation and accountability for what German theologian and pastor Dietrich Bonhoeffer ca lled our histo rical legacy. Accompanying our faith communities Submit Your Alumni News CONNECT WITH US We also have shared our vocat io n lessons with faith commun ities. in some w ays coming full circle to the traditions that hav e given us the gift of vocat io n. Many of those fa ith communities are now seeking new ways to support the vocational j ourneys of their members. El I] The w ork of t he Riverside Innovation Hub. an initiative of Augsburg's Christensen Center for Vocation. comes alo ngside local congregatio ns seeking to become public churches. A public church is committ ed to place-based vocational discernment in the public square for the common good. In other w ords. the partner churches are pursuing God's call for them to be in relationship with their neighborhoods in w ays that bring flourish ing and life. The Riverside Innovation Hub explo res how the many resources of a college or university ca n be brought to bear in helping faith communities be more responsive to the vocatio nal pursuits of their members. For example. leaders found that many young people ca re deeply about environmental issues and don·t feel that their faith communities offer them resources to pursue those commitments. The innovation hub brings scientists and artists and writers and theologians fro m t he Augsburg faculty into conv ersat io n with fait h communities to help expand their understanding of how they might accompany those young people in their passions for God's creation. Alumni living out their vocations Multiply your mind by giving it away. In this issue of Augsburg Now. you'll find stories of Augsburg graduates do ing j ust that. Keenan Jones '13 is d riv en to emgow er and educate Black boys, who fall beh ind in every category the United States uses to determine academic success and w ellness. After 13 years in the classroom. he started a nonprofit for Black boys in grades 5-12 that focuses on literacy. empow erment. social justice. and social/emotional healt h. Other Auggies' t ime and talents are focused on environm enta l justice: M aria Belen Power ·07 is an advocate and o rganizer for Green Roots. an o rganization in her Boston-a rea suburb of Chelsea. Massachusetts. and w as recently named to the White House Environmental Justice Advisory Council. Elan Quezada Hoffman '22 pursues his calli ng thro ugh w ork as an environmental inspector for the City of Minneapolis. We're fi nding new ways to share the gift of vocation and those lessons w e have learned with our undergraduate students with others at all stages of life. We all are enriched by the joy of lives fa ithfully led. Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ CamP.uS Welcomes Executive Director of Interfaith. Celebrates the Life of Fuad EI-Hibri YOU MIGHT ALSO LIKE Cam P.US Welcomes Executive Great Returns: We're All In Sankofa Circle Fellowshi P. Director of Inter faith,. - on September 14, 2022 JlreJlares to exP.a nd in second Celebrates t h e Life of Fuad EI- .Y.ear Hib ri - on September 14, 2022 · on September 14. 2022 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accreditation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator Log in Contact Augsburg Copyright © 2023 Augsburg University I Minneapolis. MN I 612-330-1000 Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE CAMPUS WELCOMES EXECUTIVE DIRECTOR OF INTERFAITH, CELEBRATES THE LIFE OF FUAD ELHIBRI by Farrisr Sef.1tember 14, 2022 • Around the Quad Share this: [ f GREAT RETURNS AD Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] Najeeba Syeed joined Augsburg as the inaugural EI-Hibr i endow ed cha ir and executive d irect or of Int erfaith at Augsburg in ea rly August . Syeed is an aw ard-w inning educator and expert practi tio ner in the fields of confl ict resolutio n, mediation, and int erfaith studies. Previously, she held faculty positions at Claremont School of Theology, St arr King School for the Ministry. and Chicago Theological Seminary, as w ell as execut iv e leadership roles at the West ern Justice Center Foundation and the Asian Pacific American Disput e Resolution Center. In this new position. Sy eed will serve as a nationa l ambassador for the int erfaith movement and w ill partner w ith ca mpus leaders as a change agent for int er religious lear ning and living. Her appointment fuels one of the goals of the Augsburg150 strat egic plan: t o advance the public purposes of an Augsburg ed ucatio n by enhancing int erfaith leadership o n campus and nationa lly. Interfaith at Augsburg: An Institute to Promot e Interfaith Lear ning and Leadership was est ablished in 201 9 t o Sign up for Email Newsletter further the belief that r eligious diversity can be a constr uctive force for the common good . El·Hibri endowed chair and executive director of lnterfarth at Augsburg, Najeeba Syeed. {Courtesy photo) Submit Your Alumni News In 2021, a significant gift from Fuad and Nan~ El•Hibri allowed for the creation of the EI-Hibri endow ed chair and executive CONNECT WITH US directorship for the institute. Fuad EI-Hibri d ied in Agr il 2022 after a battle w it h pancreatic cancer. A longtime friend of the universit y. he made a tremendous mark o n Augsburg during the past two decades. El I] The EI-Hibris lea rned of Augsburg in t he ea rly 2000s, when their son. Boa rd of Regents member Karim El•Hibri '06, participat ed in the St egUP® Co llegiat e 12rogram. They served as t he inaugural co-chairs of Augsburg's Presid ent's Council and, Fuad and Nancy EI-Hibri. {Courtesy photo) among other generous gifts t o the university, annually sponsored lftar d inners for the campus during Ramadan. President Paul Pribbenow r eflect ed o n the family's scope and sign ificance: "Fuad and h is family have been generous w ith their time, w isdom, and gifts to support me and our community as we advance Augsburg's deep commit ment s to collegiat e recovery. interfaith dialogue. and student success. Fuad was a role model for our student s as he combined his faith, his business acumen. and his love for his family in all that he pursued. I will miss h im and know that his legacy w ill live on at Augsburg and beyo nd ." A business leader and ph ilanthropist Fuad w as the founder and executiv e chair man of Emergent BioSolutions Corporatio n. chairman of East West Resources, and chairman of Aptevo Therapeutics. He also served as the founding chairman of the EI-Hibri Foundat io n. which the family founded in 2001 to hono r Fuad's father . Faud said he w as inspired by the univ ersal values of Islam and supported the foundation in its visio n of build ing an inclusiv e society w her e everyone ca n t hrive in a diverse and inclusiv e world. He is survived by his w ife. Nancy; son. Kar im; daught ers. Yusra and Faiza; and three grandch ildren. Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Alumni Class Notes, Summer 2022 Notes from President Pribbenow- MultipJv. Your Mind b.v. Giving It Awav.; Sharing the Gift of Vocation YOU MIGHT ALSO LIKE Notes from President Great Retu rns: We're All In Sankofa Circle Fellowshi g Prib benow- MultiP-]Y. Your - on September 14, 2022 Jlr eJla res to exP.a nd in second Mind bY. Giving It AWaY.: Sharing Y.ea r t h e Gift o f Vocation - on September 14, 2022 - on September 14, 2022 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator log in Contact Augsburg Co ri nt © 2023 Au sbur Universi Minnea olis MN 612-330-1000 The Augsburg University website uses cookies to make your browsing experience as useful as possible. In order to have the full sit e experience, keep cookies enabled on your web browser. By browsing our sit e with cookies enabled, y use. Review Augsburg's privacy policy for more details. 0 BACK TO TOP AuGSBURG - UNIVERSITY - PREVIOUS ISSU ES HOM E ABOUT CO NTACT US CURRENT ISSUE ALUMNI CLASS NOTES, SUMMER 2022 by Qohnson Se12remb r 14. 2022 0 Sh a r e th is : [ f • Auggi s Conn °ct Class No tes /Alumni) 0 Facebook ] [ '!fl Twirre, ] [ 'P Pintere S< ] [ in Li nk ed ln ] [ i:i Ema il ] GREAT RETURNS AD 1960-69 1965 Marcia Schne ider '65 m et w it h Prof essor Emerit3 Kathryn Swanson and her hus band . Jack, wh il e they were in Arizona . M3rci3 was a part of a trip to Tha il3nd and Ca mbod ia that the Swansons led in 2017. 1966 David Johnson '66, wh o received a doctorate in the histo,y of religion from the Un iversity of low3, retu rn ed from te3ching as 3 vi sit ing prof ess or in Ch ina. His books include "West ern Thought for Asian Rea ders" and " Ind ian Thought Bet wee n Tr3dit ion and Marcia Schneider '65, Prolessor Cmerica Kathryn Swanson, and her husband, Jack, in .¼izona. (Co un:esy photo) the Cultur e of Technology." 1967 Denn is M iller '67, prof esso r em erit us of food science and nutrit ion at Co rn ell Un iversity. i s one of th e part icipant s in a r ese;arch proj ect t o t ransform nut r it i on and w;ate r use i n the poultry indu st ry t o improve its environmental impact and enh;ance hum;an he;a lth . Th e U.S . Depa rtm en t of Ag,i cult ure fund ed t he resear ch through a $9 .95 m i llion gran t, one of the largest grants ever award ed by t he USDA. Thad Dan iel son '67 h;as r et ired from his boat shop and now te;aches a t wo-week cl;ass, The Fundam enta ls of Sign up for Emai l Newslette r Submit Your Alumni News Boat bu ildi ng, at t he Woo den Boat Schoo l i n Brookli n. Mai ne. He also wrote t he book, "An Int rodu ction t o Wood en Boat Building: Alw ays M ore t o Le;arn." CONNECT WITH US 1969 Janis Mathison '69 was indu ct ed int o the At hlet ic H;a ll of Fam e at Shaw;a no Commun ity High School in Shaw;a no, Wisc onsin . The honor rec ognizes her w ork as a coach and pioneer of w om en's ;at hl et ics at th e sc hool. 1970-79 1972 After 26 year s, Robert Engelson '72 has reti red from his r ole as a professor in th e Col lege of Arts and Sci ences at th e Univer sity of Arizona Global Campus. 1973 She ldon Anderson 73 published a m emoi r, "Jum p Shooti ng to a Higher Deg, ee." whi ch chronicles his basketbal l car eer in Mi nnea polis. West Ge rm any. and Poland, wh ere he did r esea rch fo r hi s doctorate. 1979 With more th;an 500 w ins in hi s prep coac hing ca ree r, Dougl as Greseth '79 h;as been nam ed boys basketbal l he;ad coach ;at Bisho p M cL;a ugh lin Ca th olic High School in Spring Hil l, Fl or ida. 1980-89 1983 In November 2021, Luverne Seifert '83 directed a m elod,am;a, "The L;ast Tr;a in t o Wi nn ipeg." fo r t he Lyric Center for the Arts in Vi rginia. Minnesota. The Arrowhead Regional Arts Co un cil supported t he pl ay w it h Rur;a l ;a nd Commun ity Art Pr oj ect gr;ant fund ing . Brian Hoffman '83 . associat e professor of anthrop ology at H;a m line University in St. Paul, M inn es ota, w as f eat ured in an M PR st ory about th e exca v;ati ons he leads on ca m pus- m ost recent ly. th e r em ai ns of ;a St P;au l home nea r th e corn er of Hew itt Avenu e and P;asca l St reet . 1984 Anne Mari e Erickson '84 has cr eat ed ;a website wit h ex ce, gts from essay.a she's written abou t livi ng wit h her husband's 17 yea rs of dem entia. 1985 Jean Tay lor '85 w as na m ed t he CEO of Afll eric;a n Public M ed ia Group. th e paren t company of M inn esot a Publi c Rad io, in 2021. 1988 Da llas M ill er '88 was indu ct ed into the At hlet ic Hall of Fam e for playing hockey ;at Kenn edy High Sch ool in Bl oomi ngt on, Mi nn esot;a . Mi ller was indu ct ed int o Augsburg Univer sity's H;a ll of Fam e for his awar d-winn ing hockey car eef. 1990-99 1994 M ichelle Steever '94 rece ived th e Outst and ing Librar ian Award from t he Rh ode Island Library Associ;at ion in 202 1. She is t he school library m ed ia spec ialist for t he J;a m est own Sc hool Distr ict in Rh ode Island . Jude II Anderson '94 ret ir ed after l eadi ng the Al liance of Auto Service Pr oviders-MN for near ly 26 yea rs. 1998 Rollo,s. a lawn ga m e by Matthew Butler '98, was fe;at ured i n th e Rol ling St on e article "Fro m Grill s t o Boombox Speakers, These Are t he Pr odu cts We'r e Using L;abo r D;ay Weekend" (Se pte m ber 2, 202 1). 1999 Ka le Henry '99 was nam ed th e he;ad coac h of t he Forest Lake High School basebal l program. He is a previous wi nn er of t he Mi nn esot;a St at e High School Base ball Coaches Assoc iat ion's Rob Forn;asiere Assista nt Co;ach oft he Ye;ar Award . 2000-09 2000 The Christ ian Cent ury i nte rvi ew ed Ross Murray '00, '09 MBA about his found ing of th e Nam ing Project . an ELCAbased camp for LGBTQ youth. Murray wrote t he book "M ade, Kn own, Loved: Devel opi ng LGBT-lnclu sive Yout h M inist ry," and he is th e di rect or of news and fa it h i nit iat ives fo r t he Gay & Lesbian Al liance Ag;a inst Defa m;ati on (GlADD). Nathan Budde '00 completed the Iron m an Wisconsi n in 202 1. He f inished 77th out of r oughly 1,8 00 compet it ors ;and seventh amon g t he 180 peo pl e in his age bracket . 2003 Kar i Luci n '03 has ret urned to The Globe newspaper in Wort hingto n. Minnesota. as commun ity ed it or. She w as previously t he Globe's educ;at ion reporter and online content coo rd inat or. Keneesh i a Williams '03 , MD , g;ave a TEDx t alk. "The Pro sperit y of Invest m en t A Journ ey From Murder Wit ness t o T, aum;a Surgeon ." th;at uses he, life ex perience ;and m edi ca l expertise t o offer non-divi sive, proven solutions t o gun vi ol ence in Am eri ca . Wil liam s is an assist an t professor of surgery ;at Emory Un iversit y in Atl;anta and d irect o, of m ed ic;a l student ed ucat ion at Grady Memorial Hospital. 2005 Eddie Frizell 'OS MA L w as nom inated by Pres ident Joe Biden ;and con f irmed by t he U.S. Senat e ;as U.S. Mar sh;a l for the District of M inn esot a. He pr evi ously served ;as chief of police for t he M et ro Tr;ansit Police Departm ent in M inneapolis and St. Paul. Christe Singleton '07 MBA was nam ed vice pres ident of Mi nn esot;a Gas at Center Point Energy. Minnesota's l;a rgest natura l gas ut i lity . 2007 Travis Paul '07 MBA is t he regi on;a l ch;a ir of adm inist rat ion for Mayo Clinic He;a lth System i n Southw est M innesot a. P;au l h;as 26 yea rs of prog, essive hea lt h c;are exper ience at M ayo Cli nic, includ ing 18 year s i n le;ade, ship rol es and numerous ye;ars as ;a front-line nu rse. Emily Bast ian '07 MSW, Aviva's vi ce presi dent of en ding homelessness, w as in terviewed by the Sta , T, ibune about A vivo Vi llage in Mi nn ea polis. an indoor group ing of t iny houses offering s;af ety. com fo rt. and dignit y to 100 r esi dents. 2008 Anthony V ici no ' 08 is a found ing partner of lnvictus Ca pit al and co-;a uthor of "Passive Investing M;ade Simp le." Nicholas Zeimet ' 08 MSW i s an assi st;ant professor of soci;a l work at Bethel Universit y in Arden Hills. Minnesota . He has served ;as t he Mi nn esot;a Chapt er Pres ident of Syrian Am eri ca n Medical Society and h;as l ed a m en t al healt h m iss ion t o Leba non and Jordan. He hol ds a volunt ee r posit ion w ith Mt. Sinai's Human Righ t s Pr ogram as a remot e m ental hea lt h eval u;ator for th ose seeking ;asylu m o, ot her immigrat ion m att er s. M ichael Henr ichsen '08 is l ead vocalist and rhythm gu itar pl;ayer for '80s cove r band Nile Wave, wh ich w as recently f e;atured i n an ;article in 425 Magaz ine. The band has produ ce d a live album and h;as perform ed wit h Bil ly Idol three t im es . Katherine La Grave '08, digital fe;at ures ed it or fo r AFAR M ed ia, was named Lowell Thom;as Travel Journalist of t he Year by th e Society of Americ;an Travel Writ ers in 2021. Nicol e Richards '08, a certified pub lic account ant. w;as prom oted t o principal at Boeckerm ann , Graf strom & Mayer in Bl oomi ngt on, Mi nn esot;a . Dianna Rob inson '08 w;as promot ed t o m arket pres ident and director of private banki ng, communit y m ar kets at Assoc iat ed Bank in Rochest ef. Minn es ota. M ichael Graber '08 MBA has been ;appo inted pres ident and CEO of Toyo Ti re U.S.A. Corp. 2010-11 2011 Kyle Potswa l d ' 11 w as pro m ote d to vi ce president of commerci;a l l end ing ;at the Cit izens Ba nk Minn es ota L;akevi lle branch . Ell e Thoni '11 wrote t he mu si c;a l, " Queen B: A New Work of Hon eyb ee Fut ur ism." which t oured Mi nnesota farms ;and green spaces in August 202 1. 2012 Emily Nicho ls '1 2 i s ge neral m anager of th e Ki m pt on Alt on Hotel in Sa n Franci sco's iconic Fisherman's Wh;ati neighborh ood. 2013 As execu t ive di rect or ;and founder of M N Renewabl e Now, Kr istel Porter '1 3 i s working toward th e inst;a llati on of solar syst ems in North M inn ea polis, among other envi ron m ental just ice projects. 2013 and 2019 Da ley Knochar Farr '13 ;and Maxim illian Bray '19 m arri ed Jun e 11. 2021, in New Or lean s. Connor Krenik '1 3, Kacie Lucchin i Butcher ' 13. Kevi n Butcher '13, Morgan Thompson '09, and Gabr ielle M ill er '09 wer e i n attenda nce. 2016 Rayna Lindsey '16 ;ap pears in season 9 of "Bel ow Deck" on Br;avo. Li sa Archer ' 16 MAN has been named ch ief nursing a/fleer fo r Da ley Knochar Farr '1 3 and Max Bray '19 on t heir we:lding day. (Courtesy pho:o) M;ayo Clini c Hea lt h Syst em in Southwest Wi sconsin. 2019 Jeffrey Bol dt '19 MFA published hi s debut novel, " Blue L;ake." i n M;arch 2022 . Bol dt drew from his l egal and environment al backg,ound t o writ e t he Wisconsi n-b ased thrill er. 2020s 2020 Ali son Uselman '20 w on the Wi sconsin Academy of Sci ence, Arts & Letters' 2021 Wisconsi n Peop le & lde;as Fiction Contest for he, short st ory. "Honor Cord ." 2021 Isaa c Tade '21 st arted dem;a l scho ol at t he Univer sity of M inn esot a, wh er e he received t he Xhonga Scholar sh ip and a N;at ion;a l Hea lth Service Corps Schol;arshi p. Shar e th is: I f Facebook 11 '!I Twi«e, 11 'P Pinteres, 11 in Li nk edln 11 Cl-cs fo 1988 Tags: Class of 1965 D Ema il Cla-, of 1966 Clacsof 197 2 Class of 1973 Cl·sc of 1976 Clacsof1 979 Cla·s of 1983 Claes of 198 5 Class of 1994 Cl~sc of 1999 Claes of 20 00 Cla·s of 2003 Claes of 2007 Class of 2008 Cl~sc of 2011 Claesof 2012 Sum m 0 , I Clacsof 1969 2022 < PREVIOUS POST NEXT POST> In Memoriam Summer2022 Cam~us Welcomes Execut ive Di rector of Interfa ith, Celebrates t he Life of Fuad EI-H'bri YOU MIGHT ALSO LIKE I n Memoriam, Su mme r 2022 A uggi e Podcast s M us icia n and 11oet Dua Saleh - on Scp,ember 14, 2022 - on September 14, 2022 ' 17 br eaks bo un daries w it h ro l e o n N etfli x's ·sex Ed uca t i o n' - on February 22, 2022 El IJI ,~, Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE BETHE CHANGE Environ mental act ivism takes many forms for Auggie advocates by Lisa Renze-Rhodes Share this: [ f Se12tember 14. 2022 • Featured Stodes Facebook ] [ "JI Twin er ] [ <p Pinterest ] [ in Linkedln ] [ 1:1 GREAT RETURNS AD Email ] Wildfi res raging across hundreds of t housands of acres cause devastating environmental and property damage. No matter if someone is watching from the next town or fro m thousands of miles away. the destructio n is unmist akable, unden iable, and gut-wrenching. Floods. fires, oil spills. and extreme heat grab head lines and attention- it's easy to see the damage, to see the victims, to rally neighbo rs and st rangers ali ke for help. But what happens when the threat isn't as o bvious? When there aren't ma ny, if any, headlines? When strangers don't understand, let alo ne lend support for the cause? For Auggies w orking in environmental activism fields, the challenges and w ork take o n many forms. M aria Belen Power '07 is an advocate and orga nizer for Green Roots, an enviro nmental j ust ice o rganization in her Boston-a rea suburb of Chelsea, Massachusetts. Belen Pow er's days are fi lled with educating fellow commun ity members. That includes helping them questio n and hold accountable elected leaders and other officials. "It's very much a story w e see playing out all ov er the country; Sign up for Email Newsletter said Belen Power. "Enviro nmental justice is about protecting the most vulnerable resid ents ... it's crucial to protect the Submit Your Alumni News communities where Black and brown and low -income residents live. "There's a direct correlatio n betw een access to g reen space and Maria Beien Power '07 associate executive d irector at blue space (sky), and hea lth care and q uality of life.• Green Roois. (Ph oto courtesy o f Jesse Burke) A member of the White House Environmental Justice Advisory Council. Belen Pow er said climate and environmental injustices hav e been occurring in the United States · ever since Europeans arriv ed on this land ." But as a modern CONNECT WITH US El I] movement, environmental justice has been present and recognized in some communities much longer than in ot hers. The Environmental Prot ect ion Agency notes that one of t he first moder n actio ns of the movement began in Memphis, Tennessee. with t he Memphis Sa nitation Strike in 1968. Calls fo r fair pay and better w orking cond it io ns for the city's w aste w orkers, most of whom were Black, marked o ne of the first times people of colo r fo rmally o rganized to oppose w orkplace inequalities. But the issue extends w ell beyo nd the w orkplace. Redlining. which is the discriminato ry. government-sa nctio ned practice of refusing mortgages or insura nce to home buyers in or near African-Amer ican neighborhoods, occurred across the country from the m id -1930s until it w as outlaw ed with the 1968 Fair Ho using Act . Despite t he cha nge in the law, the damage w as already done and remains an issue today, Belen Pow er said. One of the more infamous examples of a public health emergency was the water crisis in Flint Michiga n. There, starting over the pasc 20 years, GreenRoots has restored more in 2014 and stretching more than five y ears, Flint residents- than two acres of urban salt marsh; created new parks; and advocated for and overseen the development of w aterfron t w alkways, educational signage, and p ub lic access co th e w ater's ed ge. (Courtesy p ho to) nearly 60 percent of whom were Black- couldn't care for their pets. bathe. drink. or cook with the w ater flowing from faucets. It w as contaminated with lead and possibly Legionella bacteria. "The fact that there w as intentional misma nagement of public w ater resources and that it had to do w ith certa in companies saving money, and people living in communities drinking w ater that w as completely polluted, makes it o ne of the most prominent environmental j ust ice issues: she said. Problems facing t he Chelsea, Massachusetts. area wher e Belen Pow er and her neighbors wo rk and live include things like the fight she and her o rganization have been invo lved in for six y ears and counting about where an electr ical substation will be located. Other work includes continuing the organization's response to COVID-19, creating urban ga rdens. and other long-term legislative issues like fighting fo r the right to secure energy from more economical sources. These and other environmental j ustice issues are not unique to Chelsea; they are the unsung bat tles being w aged across the nat ion. Belen Power cred its her undergrad exper iences. and living in the Twin Cit ies. for how she landed at GreenRoots. "The education that I got at Augsburg r eally shaped who I am and what I do," Belen Power said. "My political awareness was f™tR ~~ shaped by my professors and the community- Augsburg has a special place in my heart: \(\ CPP1 . The w ork is ha rd, and success looks different to t hose who are "" in the midd le of changing how entire cultures and generations consid er long-held beliefs. 5 • - .orn Gordon! GreenRoois actively organizes protests of power plants "There are some really crappy days. r ea lly crappy weeks. but you think about the victories." Belen Pow er said . "You j ust stay that are detrim ental to their neighborhoods in M assach usetts. Th ey successfully th w arted th e pr op osal of a diesel power p lan t on the banks o f th e Chelsea Creek in 2006. (Courtesy photo) focused every day, build ing up power and event ually sh ifting that pow er. "Justice is not really w on; ev ery generation has to fight for it . We ca n have victories, and yet t hose victories hav e to be re-w on with every generation," Belen Pow er said. "My kids are an amazing inspiratio n for me. I hope we are w ork ing toward a society they can build on and make better." Consider the why An ey e toward future generatio ns motivates Elan Quezada Hoffman '22, an environmental inspector for t he City of Minneapolis. Even though Hoffman is one of t he y oungest and new est in the climate crisis fight, h is focus is on who and what is to come. "The beginnings of the call to urgency for the climate w as something I started learning about in high school. The urgency Etan Quezada l-loffman '22 (back row, second from r ight) and Augsburg's Environm ental Stewardship Committee. w as communicated to me clearly, and I thought there's no point (Courtesy photo) in doing anything else: Hoffman said. "If someone doesn't take responsibilit y for this and do the w ork that has to be done, w e're all going to be lost ." To improve the urban landscape, Hoffman sa id he and his colleagues respond to any pollution or sim ilar issues that might arise- anything fro m no ise pollution, to water qua lit y testing, to erosion control. His agency also helps protect the environment with tree distributio n and pollinator pro motion efforts. But he said much of what he focuses o n is education. at his day job and through the volunteer w ork he continues to do with groups like Augsburg's Enviro nmental Stewardship Committee. "Climate educat io n is a massiv e part of addressing the climate crisis," Hoffma n said . "If you have a population of people who don't care. noth ing will change." How t hat education is offer ed, Hoffman said. is an importa nt piece to sustainable action. Members of Augsburg's Environmental Stewardship Committee in their community garden plot outside the Hagfors Cen ter. (Photo by Rebecca Stacer ) "When you hav e a one-on-one conversation wit h someone. you're creating a relatio nship," he said . "Dialogue is happening and t he message hits home. As environmentalists, w e need to do a better jo b of getting into communities- not just preaching (through pamphlets and PSAs)- but having an actua l conv ersat io n with someone." The Environmental Stew ardship Committee at Augsburg is an effo rt nea r to Hoffman's heart . Like many t hings, COVID-19 affected the team's ability to move some initiatives forward. But Hoffma n, who began working with the group as an undergrad. is ho peful t he committee's outr each ca n begin again, especially on a long-range solar and carbon neutra lity plan. "It's o ur responsibility as students. faculty. and staff to say, 'We need to do better.'" Hoffman said. "It req uires a shift in how w e th ink about w ellness, our economy, and society." Encircling all of those issues is t he environment. "It comes down to awareness. then actio n. All of us working together." Read more: Sowing seeds fo r tomo rrow Student-led efforts to reduce, reuse. and r ecycle Top image: GreenRoots is a comm unity-based organization dedicated t o improving and enhancing the ur ban envir onm ent and public health in Chelsea and surrounding com munit ies. It does so through deep comm unity engagement and empowerment youth leadership, and implementation of innovative proj ects and campaigns. (Courtesy photo) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Sowing seeds for tomorrow In Memoriam, Summer 2022 YOU MIGHT ALSO LIKE Sowing seed s fo r t omorrow All-female Hall of Fame class Lit eracY. is freedom : How o n e - on Septem ber 14, 2022 marks 50 Y.ears since Rassag~ Augsburg alu mnu s is wor k ing of Ti tle IX to emRower a nd ed ucat e Black - on September 14, 2022 bOY.S - on September 14, 2022 Undergraduate Admissions Majors and Programs Abou1 Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accreditation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator Log in Contact Augsburg Co ri ht © 2023 Au sbur Universi Minnea olis MN 612-330-1000 The Augsburg University website uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. By browsing our site with cookies enabled, y use. Review Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE SOWING SEEDS FOR TOMORROW by Lisa Renze-Rhodes Share this: [ f Se12tember 14. 2022 • Featured Stories Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] Many alumn i focused on environmental j ustice credit their d epth of understanding to opportunities they receiv ed at GREAT RETURNS AD Augsburg. Monica McDaniel, Augsburg's sustaina bility officer. said the university community uses a multi-faceted approach to intersectional environmentalism. which challenges advocates to protect people as w ell as the planet. The un iversity does this w ork through committees. including the student-led Environmental Action Committee and t he Environmental Stew ardship Committee. which includes st udents. faculty. and staff. How that plays out at Augsburg. McDa niel said. is through holist ic programs o n campus and in surround ing neighbo rhoods t hat consider not only what is needed now. but how needs and protections can be ca rried out in the future. Origina lly dev eloped by Bemidji State Universit y. the university's ·wellness model" derives from ancient Oj ibw e teachings that the environment is the foundation that holds w ell ness. social health. and economic health in place. Think of it like a solar syst em. with the environment being the sun around which w ell ness. Sign up for Email Newsletter social health. and econo mic health orbit. Augsburg's sustainability officer, Monica McDaniel. (Photo by Rebecca Slater) McDaniel sa id Augsburg's focus is on three areas: food Submit Your Alumni News sov ereignty (mak ing sure people have un impeded access to healt hy nutr itio n). a mutua l aid circular economy. and renew able energy. Augsburg supports more tha n 1OD commun ity garden plots and an indigenous med icina l garden. These gardens CONNECT WITH US reflect the commun ities they serve. and every aspect is intentional- from the types of items planted. such as rue. a El I] common herb used in East African cooking and medicine. to the ways each ga rden is tended. "It's o ne w ay that w e've been trying to move beyo nd j ust planting food and eating it." McDa niel said. ·we w ant a space wher e people can see themselves represented. too." On campus. the ShareShop supports the circular econo my component. Made by students for students. the shop is a place wher e small kitchen and other househo ld items ca n be borrowed. swapped. or taken for use. Each semest er. McDaniel sa id. the ShareSho p saves at least a Augsburg's Environmental Stewardship Committee shows the vegetables harvested from che communrty garden. dumpster"s worth of items fro m being t hrown out . The lasting effect. tho ugh. is about changing behavio rs. (Photo by Rebecca Slater) Some of that lasting impact is in the interest new students have fo r a living and learning committee that focuses o n sust ainability. More t han SO students applied for 14 spots in t he fall. McDaniel said. "That demonstrates to me that this gener ation genu inely cares about these issues," she said . Work continues on renewable energy efforts underway at the university. From replacing less-effective light bulbs wit h LED lighting and upgraded HVAC systems. to maj or initiativ es like studying the possibility of o n-campus solar. the renewable energy conversations invo lve all members of the Augsburg community. Across all fronts. McDa niel said. she t ries to keep one ey e on the present and the other on what"s coming. "Programm ing helps because it giv es us an immed iate win." she said. "The challenge is looking at the systemic change w e're Monica McDaniel and Environmental Stewardship Committee students organize ShareShop donations. (Photo by Rebecca Slater) trying to implement." Top image: Monica McDaniel ond students i n Augsburg's Environm ental Stewardship Com mittee discuss the plants in th e comm unity garden plots outside t he Hagfors Center. (Photo by Rebecca Slater) Share this: [ Tags: f Facebook ] [ "JI Twin er ] [ Great Returns: We're All In Be the changg YOU MIGHT ALSO LIKE Be the c han g~ All -female Hall of Fame class literacY. is freedom : How o n e - on September 14. 2022 marks 50 Y.ears s ince Rassag~ Augsburg alumnus is wor k ing of Ti tle IX to emRower a nd ed ucate Black - on September 14, 2022 bOY.S - on September 14, 2022 Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE GREAT RETURNS: WE'RE ALL IN Public phase of comprehensive fundraising campaign a success by Norland SeJ2tember 14, 2022 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ 'P Pinterest ] [ in Linkedln ] [ 1:1 GREAT RETURNS AD Email ] On May 6, Augsburg University held an event to launch the public phase of its comprehensive fundraising ca mpaign. Great Returns: We're All In. At t hat t ime. t he campaign had received mo re than 40,000 gifts from nearly 1 5.000 donors to r each approximately $105 mill ion of its $125 million goal. Today, the total raised has exceeded $112 million. • ... r' GREAT REl M"'llfAttJNi Sign up for Email Newsletter Submit Your Alumni News Great Returns Campaign Chair Or. Paul Mueller '84 speaks at the public launch of the Great Recums: We're All In campaign on May 6. (Pho,o by Courtney Perry) As a comprehensive campaign. Gr eat Returns: We're All In st rengthens Augsburg and supports current and future students in numerous w ays. So far. do no rs have contr ibuted more than $26 mil lion toward creating or strengthening 139 endow ed scholarship funds and establishing five endowed professorships. Mor e than S10 million has been raised for t he StepU P® Collegiate program Growth Endowment which provid es ongoing support for Augsburg's recovery program. Benefacto rs have also contributed more than $16 million to the Augsburg Fund, which allocates unrestr icted. discretionary dollars to improve t he student experience through academ ic programs. technologies, student aid, and more. "These have been a tough couple yea rs for all of us," said Pr esid ent Paul Pribbenow. • s ut t he hardships of these years o nly remind us that t he core of Augsburg to educate students as st ew ards of an inclusive democracy is all the more important and all the more critica l." Great Returns: We're All In campaign public launch event Endow ed funds can support specific scholarships, (Photo by Courtney Perry) professorships, o r specific programs. The univ ersity d raw s from these inv estments every year. currently at a rate of 4.5%, which ensures a steady str eam of funding that allows Augsburg to build programs and make mult i-y ear commitments. A university with generous endowments is able to offer fi nancial aid and lear ning opportunities that better prepare students to pursue their callings. These are just a few of the w ays Augsburg's alumni and friends have d emonstrated that they are "all in" to ensure a vibrant future fo r Augsburg University. Campaig n gifts can enhance the student experience by providing funds for hands-on resea rch opportunities, st udy abroad experiences, or improvements to the facilities wher e Auggies study, research, live, eat, relax. and train. After celebrating Augsburg's sesquicentenn ial in 2019 and 20 20, Augsburg's community- "faculty, staff. students, alumni. parents, friends, all who ca re d eeply about this place"-a re setting the univ ersity up to thrive for another 1 50 years, said Pr ibbenow. Great Returns: We're All In is also the theme of the All-School Reun ion to be held during Ho mecoming o n Friday. October 6Sunday. Octo ber 8. Co-chaired by Jeff Nodland '77 and Becky Bjella-Nodland 79, t he celebratio n will include a gathering of Auggie affinity groups and an award ceremo ny fo r the Dist inguished Alumni Awards in the Hagfors Center. The w eekend will also include the traditional Taste of Augsburg. a ho me football ga me against St. John's University. a celebration of 50 }'ears of Augsburg women's intercollegiate athletics and All-School Reunion co-chairs Jeff Nodland 77 and Becky Bjella-Nodland '79. (Photo by Courtney Perry) Title IX, and the dedicatio ns of t he renovated Si Melbywomen's locker room (funded by a donatio n fro m Patricia Piepenburg '69), and the updated Si Melby w eight room. d edicated to Donny Wichmann '89. l ea rn more about Great Returns: We're All In and do nate to Augsburg's futur e. Top image: Great Returns: We're All In wot erdrop. The water drop sculptures were given t o the first 150 benefactors who chose to invest in on endowed scholarship during the Great Returns campaign. (Photo by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ 'P Pinterest ] [ in Linkedln ] [ 1:1 Email ] Summer 2022 < PREVIOUS POST NEXT POST > Sowing seeds for tomorrow Sankofa Circle Fellowshi12,P.reP-,!res to exP.and in second v.ear YOU MIGHT ALSO LIKE Notes from Pr esident CamJluS Welcomes Executive Sankofa Cir cle Fellowshi P- Pribbenow- Mult iP-]Y. Your Director of Interfaith,. Jlr eJla res to exP.a nd in second Mind bY. Giving It AWaY.: Sh aring Celebr ates t h e life of Fuad EI- Y.ea r t h e Gift o f Vocation Hibri - on September 14, 2022 - on September 14, 2022 - on September 14, 2022 CONNECT WITH US El I] Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE SAN KOFA CIRCLE FELLOWSHIP PREPARES TO EXPAND IN SECOND YEAR by Norland Se12tember 14, 2022 • Around the Quad Share t his: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i GREAT RETURNS AD Email ] In summer 2021. Augsburg University launched t he Sankofa Circle FellowshiP- f or junior and sen io r st udent l eaders. The f ellow ship is inspired by four Adinkra symbols that originat ed in Ghana. These symbols stand f or concept s such as greatness. cha risma, and leadership; end urance and resourcefulness; unity and responsibility; and hope. Through t he fellow ship, student s grow t heir networks. connect w it h BIPOC ment ors, strengthen t heir leadership skills. and benefit from a supportive. mot ivating cohort. Fellows receive up to $5,000 f or t u it io n and $500 for books each yea r and participate in a nat ional conf er ence about raci al and social j ust ice. In 2021- 22. 1 O Augsburg juniors participated in the f ellow ship. Eight of those st udents w ill continue to participate as seniors. The tw o open slots, one of w hich w as vacated by a student w ho Fellows and mentors share a meat during a Sankofa Circle Fellowship dinner in October 2021. (Courtesy photo) graduated early, w ill be filled by seniors o n a wait ing list for t he init ial cohort. Ten new j uniors w ill also join t he program. Four Augsburg staff m embers support the f ellow s: Joanne Reeck, vice president f or equity and inclusion; Chris Dixon. athletic diversity and inclusion d irect or; Kate Gray, career Sign up for Email Newsletter services and alumni connections m anager f or t he St rommen Center fo r M ea ningful Wo rk; and Kezia Burrows, Pan-Afrikan Student Services program manager. Submit Your Alumni News Students formed meaningful connectio ns w it h the m entors and each other over t he course of t he program's first year . By the CONNECT WITH US end of the year. student f ellows described their relat ionships w it h o ne another as familial. The init ial cohort's mentors included the vice president of a bank, a nurse practit ioner, an assistant principa l, a retired judge who f ounded a nonprofit. and Kate Gray, center, and Joanne Reeck, left, help students sign in at the Sankofa Circle Fellowship Kick-Off event in September 2021. (Courtesy photo) Augsburg's university past or. Alumn i and communit y members w ho are interested in m entoring can em ail inclusion@augsburg.ed u. To apply f or a f ellowship fo r t he 2023- 24 school year or learn more, visit t he Sa nkofa Circle FellowshiP- w eb page or em ail inclusion@augsburg.edu. Top image: Sonkofo fellows visited the YMCA Equity Innovation Center i n Morch 2022. (Courtesy photo) Share t his: [ Tags: f Facebook ] [ "JI Twitter ] [ Student-led efforts to reduce, reuse, and re~cle Great Returns: We're All In YOU MIGHT ALSO LIKE Notes from President CamJlUS Welcomes Executive Great Returns: We'r e All In Pribbenow- MultiP-!Y. Your Director of Interfaith,. - on September 14, 2022 Mind bY. Giving It AWaY.: Sharing Celebr ates the Life of Fuad EI- the Gift of Vocation Hibri - on September 14, 2022 - on September 14, 2022 El I] Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE STUDENT-LED EFFORTS TO REDUCE, REUSE, AND RECYCLE by Briana Alamilla '17 Se12tember 14, 2022 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln GREAT RETURNS AD ] [ i.'!i Email ] Campus program s like Campus Cupboard and ShareSho p reflect the university's environment al st ew ardship and social consciousness. Campus Cupboard is Augsburg's food shelf, wh ich provides student s and recent alumni w ith access t o free food and other essentials like t oilet paper and shampoo. The cupboard is open fo r in-person sho pping in the basement of Anderson Residence Hall, but the staff also make cont actless curbside and offcampus deliveries. Augsburg students help gather donations for Campus Cupboard during Athletics Day, 2018. (Photo by Courtney Perry) Serving students since 2013, Campus Cupboard is an essential part of Campus Kitchen, wh ich ma nages more than 80 community ga rden plot s and delivers meals-made from d ining services' surplus-to area youth programs, seniors, and community cent ers. Ca mpus Kitchen also hosts food demos, shares recipes, and d istribut es excess produce fro m area farmers. Learn more about t he Ca mpus Cupboard and w ays to donat e to this and other Ca mpus Kitchen initiativ es o n t he Ca mgus Kitchen w ebgagg. Students creat ed the ShareShop in 2019 t o help the Augsburg community sav e mo ney and reduce consumptio n of mat er ial goods, wh ile provid ing a space that fost ers community and informal learning about sustainable practices. Locat ed in the basement of the Science Building, t he shop features free clothes and household goods such as kitchen Sign up for Email Newsletter appliances, furniture, sheet sets, and more. Some items are free wh ile others are available to check out . The shop, which is open year round, expanded in 2021 t o offer a Submit Your Alumni News pop-up location in the Strommen Cent er for Meaningful Work. Partner ing w it h Campus Cupboard, the satellit e location offers nonperishable food, school supplies, clothes, and professio nal CONNECT WITH US attire. In spring 2022, t he shop held the inaugural M oveOut effo rt in partnership w ith Residence Life. The partnership made it easy El I] fo r students moving out of t he dorms to donat e small appliances, furniture, fans, ki tchenware, clothes, and mo re t o Items set out in ShareShop, which are free for all students to keep and borrow. (Photo by Courtney Perry) the ShareSho p rather than tossing unwanted it ems into dumpsters. Donat e item s and lea rn more about Shar eShog. Top image: Augsburg students help sort item s d onated to Sha reShop. (Photo by Rebecca Slot er) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Global Harmon.v. Choir takes notes from musicians around the world Sankofa Circle Fellowshi11.P.reP.ares to exP.and in second Y.ear YOU MIGHT ALSO LIKE Notes from President CamJluS Welcomes Executive Great Returns: We're All In Prib benow- MultiP-]Y. Your Director of Interfai th,. - on September 14, 2022 Mind bY. Giving It AWaY.: Sh aring Celebrates the Life of Fuad EI- the Gift o f Vocation Hibri - on September 14, 2022 - on September 14, 2022 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disclosures Employment Administrator Log in Contact Augsburg Co ri ht © 2023 Au sbur Universi Minnea olis MN 612-330-1000 The Augsburg University website uses cookies to make your browsing experience as useful as possible. In order to have the full sit e experience, keep cookies enabled on your web browser. By browsing our sit e with cookies enabled, y use. Review Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG UNIVERSITY PREVIOUS ISSUES HOME ABOUT CONTACT US CURRENT ISSUE AUGGIE PODCASTS by Briana Alamilla '17 Share this: [ f Se12tember 14, 2022 .. Auggies Connect Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] GREAT RETURNS AD "Reth inking Manhood" by Destyn Land '1 9 "Rethinking Ma nhood" brings men t ogether to unlearn patriarchal masculinity and int entionally makes space for men t o heal. grow. and learn in community. "Stream of Life" co-hosted by Cassie Dong '18 "Str ea m of life" tells insp irational stories and offers insights about peace. conflict, and social j ustice. Hear from leaders, advocates. and scho lars w ho hav e worked around the w orld t o build sust ainable, positiv e peace. "Beyond Friends" co-hosted by Mai Xee Vang '18, Pang Xiong '17. and Sunny Thao '19 A group of Augsburg friends started "Be)'ond Friends" to t ell their st ories. rooted in their refugee and immigrant backgrounds. and reflect on how t hese identities are currently helping them navigate ad ulthood. Share this: [ f Facebook ] [ "JI Twitter ] [ Welcoming ProvostO'Laughlin; Board Grants Emeriti Status to Retiring Facul~ and Staff Global Harmo!!Y. Choir takes notes from musicians around the world YOU MIGHT ALSO LIKE Alumni Class Notes, Summer In Memoriam, Summer 2022 2022 - on September 14, 2022 • on September 14, 2022 CONNECT WITH US El I] Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE WELCOMING PROVOSTO'LAUGHLIN; BOARD GRANTS EMERITI STATUS TO RETIRING FACULTY AND STAFF by Farrisr Sef.1tember 14, 2022 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ GREAT RETURNS AD in Linkedln ] [ i.'!i Email ] In early July, Augsburg welcomed Paula O'Lough li n as the universit y's provost and sen io r vice president following the ret irement of Karen Kaivola. O'Loughlin previously served as provost and dean of t he faculty at Coe College in Cedar Rapids, Iowa, and in leadersh ip roles at Gustavus Adolphus College and the University of Minnesota-Morris. As the university's secondranking officer after President Paul Pribbenow, O'Loughlin holds a critical leadership position, with responsibility for the institution's largest divisions, academic affairs and student experience and success. Provost Paula O'Loughlin. {Courtesy photo) "When we ensure access to higher education, we support social mobility in t he aggregate and the opportunity to write one's own story for the ind ivid ual," O'Loughlin sa id . "Augsburg's well-known intentional pursuit of t hese values calls me to jo in this community. The university is doing amazing work, and I'm excited to become a part of it." Although she had yet to formally j oin the university, O'Lough lin attended the May meeting of Augsburg's Board of Regents. During the meeting, the board approved faculty emeritus status for : Sign up for Email Newsletter • Carol Enke, instructor of health. physical education, and exercise science; • W illiam Green, M. Anita Gay Hawthorne professor of critical race and ethnicity studies and professor of Submit Your Alumni News history; • Tom Morgan, professor of business administration and leadership stud ies; • Diane Pike, professor of sociology; and • Ph il Quanbeck II, associate professor of religion. CONNECT WITH US Sarah Griesse, who retired as d ean of students earlier th is year, was granted staff emerita status. The board also recognized four outgoing regents and thanked them for their d istinguished service: the Honorable Lajune Lange '75, Toby LaBelle '96, Rev. Dr. David Tiede. and Steven Larson '71 . President Poul Pribbenow and Provost Paulo O'Loughlin at Augsburg's 2022 opening convocation. (Photo by Rebecca Slater) Share this: [ Tags: f Facebook ] [ "JI Twin er ] [ Facul!Y. Members AP.P.Qinted to Named Professorshi~; New Sateren Chair of Music Auggie Podcasts YOU MIGHT ALSO LIKE Notes from President CamJlUS Welcomes Executive Great Returns: We're All In Prib benow- MultiP-!Y. Your Director of Interfaith,. - on September 14, 2022 Mind by Giving It Away: Sharing Celebrates the Life of Fuad EI- the Gift of Vocation Hibri - on September 14, 2022 - on September 14, 2022 El I] Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE FACULTY MEMBERS APPOINTED TO NAMED PROFESSORSHIPS; NEWSATEREN CHAIR OF MUSIC by Farrisr Sef.1tember 14, 2022 • Around the Quad Share this: [ f GREAT RETURNS AD Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] Jeremy Myers, associate professor of r eligion and executive director of the Christensen Cent er for Vocation, was appoint ed the Ber nhard M. Christensen professor of religion and vocation in July. He succeeds Professor Emerit a Martha Stortz, who retired in 2020. A d istinguished scholar in vocation and congr egational ministry, Myers joi ned Augsburg in 2006 and has facilitated t he Theology and Public Leadership d egree program, the Youth Studies m inor, and the Augsburg Youth Theology Institut e. The Christensen Chair was est ablished in 2005 t o honor the legacy of Bernhard M. Christensen, w ho served as president of what was then known as Augsburg College and Seminary from 1938-1962. The chair provides public leadership Jeremy Myers, Bernhard M. Christensen professor of religion and vocation. {Photo by Courtney Perry) in int erpr eting and advancing Augsburg's educat ional m ission, pursues scholarship and teaches in the religion d epartment and serves as counsel t o the president and Board of Regents. Andy Aoki, professor of politica l science, was na med the M. An ita Gay Hawthorne professor of crit ical race and ethnicity Sign up for Email Newsletter studies in June. He succeeds Professor Emeritus William Green, who retired ea rlier this year. Aoki, w ho joined t he Augsburg faculty in 1988, is a prolific writer and speaker about Asian Submit Your Alumni News American id entities and racial politics. During his t enure, Aoki has served as chair of the depa rtment of political science, senior fellow in the Sabo Center for Democracy and Citizenship, Faculty Senate president and, most recently, cha ir of the department of CONNECT WITH US critica l race and ethnicity studies. The Hawthorn professorship honors the legacy of Margaret Anita GaY. Hawthorne, w ho drew upon the concept of Pan-Afrikanism t o create a progra m Andy Aoki, M. Anita Gay Hawthorne professor of critical race and ethnicity studies. (Courtesy photo) at Augsburg un ique t o any college in the country. El I] Mary Elise Lowe, professor of religion, w as named the Bata ld en faculty scholar in applied ethics in Spring 2022. A member of Augsburg's faculty since 2003, Low e's w ork focuses on new understandings of the human person w ith special attention t o the doctrine of sin, the image of God, and human sexuality. Her focus as Batald en Scholar w ill be on "embod ied ethics•- an expa nsive cat egory that includes t raditional sexua l ethics as w ell as questions of em bod iment that are often excluded from traditional Christian eth ics. She w ill also focus on int ersectional t opics, including d isability/ability, race, body image, and human relationships. Funded by an endowment established by Abner Batalden '36 and supported by his fa mily, the Batalden Faculty Mary Elise Lowe, Batalden faculty scholar in applied ethics. {Photo by Courtney Perry) Scholar Progr am in Appl ied Ethics is designed to str engthen the infusion of ethics and valu es on campus, so that ethical d iscourse and practice is enhanced as a hall mark of Augsburg's student s, faculty, staff, and alumni. A t ransformational gift from Board of Regent s member John Schwartz '67 w ill creat e the Leland B. Sat eren '35 professor and chair of music, a new endow ed professorship t o be held by t he chair of the music department. An alumnus of the Augsburg Choir barit one section and a steadfast supporter of Augsburg student s. Schw artz has maintained a passion for choral music throughout four decades as a healthca re executive and into retirement. With 12revious gifts, he est ablished an endowed choral professorship. a fund for chora l music, and an endow ed scholarship. This latest gift w ill help advance the music department w ith inclusion. access. equity, and belonging and Board of Regents membe<, John Schwart z '67. {Photo by advance t he department's work locally, regionally. and Rebecca Stacer) nationa lly among diverse const ituent s. It w ill also bring expertise in music from beyond the Euro-Classical canon and/or in ethnomusicology. The endow ed chair honors renow ned Augsburg chora l conductor and composer Leland Sateren '35, who d ied in 2007 at age 94. Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ The Urchins of HagfQrs Welcoming Provost O'Laughlin; Board Grants Emeriti St atus to Retiring Facultv. and Staff YOU MIGHT ALSO LIKE Notes from Presid ent CamJlUSWe lcomes Executive Great Ret urns: We'r e All In Pr ib benow- MultiP-]Y. Your Director of Interfaith ,. - on September 14, 2022 Min d bY. Giving It AWaY.: Sh aring Celebr at es t he Life of Fuad EI- t h e Gift o f Vocation Hibri - on September 14, 2022 - on September 14, 2022 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator Log in Contact Augsburg Co ri nt © 2023 Au sbur Universi Minnea olis MN 612-330-1000 The Augsburg University website uses cookies to make your browsing experience as useful as possible. In order to have the full sit e experience, keep cookies enabled on your web browser. By browsing our sit e with cookies enabled, y use. Review Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE THE URCHINS OF HAGFORS by Farrisr Sef.1tember 14, 2022 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] GREAT RETURNS AD Blue tuxedo sea urchins glist en w ith brill iant red spines that alt ernat e w ith iridescent blue bands. Their stunning appeara nce and habit of grazing on algae m ake them highly sought -after for coral reef aquariums, where they are harmless to delicat e corals-"perfect herbivores," says Bill Cap man, associat e prof essor of biology. Unfortunat ely. w ild ocean collection typically involves a mort ality r at e of upw ards of 75% for t hese delicat e invertebrat es. Ent er Augsburg's marine fish and invertebrat e breeding lab. Bill Capman in Augsburg's marine fish and invertebrate breeding lab. (Photo by Bill Capman) Ov er t he past four summers, Ca pman and his undergraduat e student researchers, including Kayla Cross ·21, Andrew Grace '24. and Grace Adams '23, have develo ped a precisely calibrat ed m ethod fo r breeding urchins in captivity, from initiating spawning via mild heat shock t o using round, black vort ex tubs t o simulat e t he w ay urchin larvae d rift in the o pen ocean. The students ba lance indiv idual research projects w ith lab t asks, caring for d iver se marine life and grow ing phytoplankton on sit e f or the urchin larvae t o eat. Tucked away in a custom space on the second floor of the Hagfors Cent er, Capm an and his t eam have becom e a m ajo r source of captive-bred urchins f or the aquarium trade. l ast yea r the lab held an exclusive supplier contract w ith one of the w orld's largest m arine fish breeders. shipping hundreds of urchins at a time via a collaboration w it h local m arine fish breeder Chad Vossen. Vossen Aquatics has been marketing. selling, and Sign up for Email Newsletter shipping m ost of the animals produced in Augsburg's marine breeding lab for several years. The m oney from the sales supplem ents grant funding t o support lab o perations. including pumps, fish food. light s- and always Submit Your Alumni News m ore salt mix. CONNECT WITH US El I] 300 p lus third generation urch ins sent Red spine blue tuxedo u rchin April Red sp ine b lu e tuxed o urchins June to Biota, June 2022. (photo by Sill Capman) 201 9. {photo by Bill Capman} 2020, day 108. (photo by Bill Capman) Th is y ear's urchins are the great-great -great -grandchild ren of the initial bat ch shipped fro m Bali in 201 8. The operat ion's success has attract ed significant int erest in t he w orld of marine breeding. and has environm ent al ramifications as w ell. The mortality rat e am ong the thousands of urchins shipped from the lab has been nearly zero, a subst antial conservation benefit compared to w ild harvest. But for Capm an, it all comes back t o t eaching science and biodiversity. •our goa l w ith the breed ing lab is for students t o have experience do ing research, from hypot heses, t o experim ent al design, t o dat a collectio n and analysis. to presenting t heir find ings. And w ith o ur coral reef t anks, student s and visit ors observe a w id e diversity of species and int eresting behav iors t hey would nev er otherwise encounter in Minnesot a." Top image: Bill Copmon tends to Augsburg's sea urchin raising tubs. (Photo by Bill Capman) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Congratulations, Class of 2022 Facultv. Members ~llQinted to Named Professorshi~; New Sateren Chair of Music YOU MIGHT ALSO LIKE Notes from President CamJlUS Welcomes Executive Great Returns: We're All In Pribbenow- MultiP-!Y. Your Director of Interfaith,. - on September 14, 2022 Mind bY. Giving It AWaY.: Sharing Celebrates the Life of Fuad EI- the Gift of Vocation Hibri - on September 14, 2022 - on September 14, 2022 Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE CONGRATULATIONS, CLASS OF 2022 by Briana Alamilla '17 Share t his: [ f Se12tember 14, 2022 • Around the Quad Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] Augsburg University celebrat ed t he Class of 2022 in a com m encem ent ceremony at U.S. Bank St adium in GREAT RETURNS AD downtown M inneapolis-hom e t o t he Minnesot a Vikings. The ceremony recogn ized 382 undergraduat e st udent s and 229 adult undergraduat e, mast er's, and doct oral st udents. Sign up for Email Newsletter Submit Your Alumni News CONNECT WITH US Top image: Graduates outside U.S. Bonk Stadium ofter comm encement (Photo by Courtney Perry) Share t his: [ Tags: f Facebook ] [ "JI Twitter ] [ The Urchins of Hagf ors On the SP.Qt: Ellie Olson YOU MIGHT ALSO LIKE Notes from Presid ent CamJlu SWelcomes Executive Great Ret urns: We're All In Pr ib benow- MultiP-]Y. Your Director of Interfaith,. • on September 14, 2022 Mind bY. Giving It AWaY.: Sh aring Celebrat es t he Life of Fuad EI- t h e Gift o f Vocation Hibri • on September 14, 2022 • on September 14, 2022 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator Log in Contact Augsburg Co ri ht © 2023 Au sbur Universi Minnea olis MN 612-330-1000 The Augsburg University website uses cookies to make your browsing experience as useful as possible. In order to have the full sit e experience, keep cookies enabled on your web browser. By browsing our sit e with cookies enabled, y use. Review Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE ON THE SPOT: ELLIE OLSON The director of Augsburg's Center for Wellness and Counseling stresses that meaning and motivation matter now more than ever by Farrisr Sef.1tember 14, 2022 • Around the Quad Share this: [ f GREAT RETURNS AD Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ a Email ] Ellie Olson w as making an impo rtant point when an off-screen request demanded her attention. "One mo ment," she said, briefly d isappearing from Zoom to deal with what turned o ut to be a d ead bug emergency. like so many people in the summer of 2022, Olson's family was ho me under COVID-19 restrictions, requiring her to j uggle remote wor k and child care. "What w ere w e saying about the effects on focus and concentration?" she laughed. retracing her train of thought. "It feels like w e really need to be having t his conv ersat io n right now: Olson directs the Center for Wellness and Counseling, which pr ovides counseli ng to Augsburg students and promotes well-being across campus. She and her tea m have witnessed firstha nd the mental and emotiona l effects of the last two y ears. Those experiences. Olson said, shape her recommendations for meeting our current moment with g race-ongoing d isruptions, new variants. and all. Q: As a mental health professional, how would you describe this stage of the COVID-19 pandemic? How are people responding to it? Ellie Olson, director of Augsburg's Cen ter for Wellness and Counseling. (Pho to by Rebecca Slater) Sign up for Email Newsletter A: One of the th ings I r eally think is important to acknowledge is the level of energy that has been drained from us as a result of the trauma of COVID. As w e move out of that trauma stage and what some researchers and the media have call ed the "langu ishing'' phase, I always remind people t hat energy d rain is not j ust about the physical. It's Submit Your Alumni News emotional, it's cognitiv e, it's spiritual, it's social. And there's been so much drain. All the energy that's gone into reth inking how we live our lives has had a huge impact o n where w e are now. It's still impacting how much energy w e have to give to our lives and our responsibilities. CONNECT WITH US I frequently present on this topic, and when I name this lack of energy and suggest that w e need to do less. I get a sense of relief from a lot of people. We're not in th is fight-or-flight trauma like w e w ere during t he first mo nths of the pa ndemic. but many of us don't feel a lot of energy o r engagement. and I think that's no rmal right now given what El I] w e've been thro ugh. We need to giv e space to honor how hard people have been w orking, and to acknowledge that the wo rk w e put in while st ruggling is meaningful, even apart fro m productivity and outcomes. Q: How does this play out in your work with students and campus partners? A: One t hing that has consistently become more present is the impo rtance of meaning. Being forced out of "normal" over the past two y ears has really given people an opportun ity to tune in to what is and is not meaningfu l. If w e're going to give our limited sources of energy to someth ing, it needs to have value; people w ant to engage, but t he "budget request" has to eit her be high in meaning or low in energy. Here's an exa mple: We have a counselor who facilitates a group about understand ing and w orking wit h emotions that has been very w ell-receiv ed in years past. But this year, students just weren't engaging with it in the same way. Instead of continuing to offer an experience that was kind of like a class. w e started a w alking group instead. We j ust said, hey, come over to t he ewe, and w e're going to go fo r an hour-long walk in the neighborhood to explore and connect, and then w e're going to come back and have dinner together. Maybe students don't have the mental headspace to engage in ext ra lear ning after class, but they ca n go for a walk. This was a better fit fo r our students' energy; it was better attended and a mo re connecting experience. How else can w e adj ust t he things that w e're offering, so that they don't require as much energy or risk-taking as some of what w e w ere doing in the past? We see mental hea lth and w ellness as not j ust the business of the ewe. It's the business of everyone on ca mpus, and how w e st ep into that business differs by role. Q: As we head into the fall, what are some strategies or techniques that can help people thrive right now? The first thing I wou ld offer is not to go into this phase of life with the goal of retur ning to "no rmal," or t hat the people around you will behav e like they did before COVID. I think w e hav e to go into this phase thinking about what our lives are like now, and how w e can best create a structure t hat takes into account where w e've been as opposed to what things used to be. This is not going to feel good to the perfectionists in the w orldand I'm one of t hem-but part of this is lowering expectations of yourself and the people around you. When we don't set realistic expectatio ns that take into account where w e are now, then w e j ust create more burnout, more stress, mo re self-cr iticism, and less motivation. People are motivated when they feel like they can meet o r exceed expectatio ns. It's important for us to remember that in low ering expectations now, we're creating a groundwork for people to be more productive in the future. It's also important to acknow ledge that motivation is sometimes created; it doesn't j ust arriv e. This is where setting low er expectatio ns is really important. because some of us w ait to feel like w e w ant to do a th ing instead of trying to create motivation The Center for Wellness and Counseling hosts a var iety of events, like Auggie Ooggie Days, which gives studen ts the opportunrty to meet, pet, and des-cress with therapy dogs. (Pho to by Courtney Perry) by taking small actions. I tell students to set a really small goal. and if you can't meet t hat goal, cool: that's data that w e need to set a smaller o ne. As we start to do that w e create motivatio n rather than w aiting for mot ivation to find us. l astly, have grace wit h yourself and others r ight now. Honest ly, grace is always important, so this is a trait t hat w e could stand to utilize now and forever. Just to recognize that people are juggling a lot, that w e all have limited capacity-and while w e may regain some capacity, we are still limited at th is point. To own that and give yo urself some grace, and to give grace to t he people aro und you. Having grace and compassion for all that w e have been through and are st ill going through can go a lo ng w ay in t his moment. Top Image: Ellie Olson, director of Augsburg's Center for Wellness and Counseling. (Photo by Rebecca Slater) Share this: [ Tags: f Facebook ] [ "JI Twiner ] [ Global Education Site in Northern Ireland to O~n in Si;iring 2023 Congratulations, Class of 2022 YOU MIGHT ALSO LIKE Notes from Pr esident CamJlUS Welcomes Executive Great Returns: We're A ll In Prib benow- Mult iP-]Y. Your Director of Interfaith,. - on September 14, 2022 Mind bY. Giving It AWaY.: Sh aring Celebrates t he Life o f Fuad EI- t h e Gift o f Vocation Hibri - on September 14, 2022 - on September 14, 2022 Undergraduate Admissions Majors and Programs Abou1 Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accreditation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator Log in Contact Augsburg Co ri nt © 2023 Au sbur Universi Minnea olis MN 612-330-1000 The Augsburg University website uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. By browsing our site with cookies enabled, y use. Review Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE GLOBAL EDUCATION SITE IN NORTHERN IRELAND TO OPEN IN SPRING 2023 by Farrisr Sef.1tember 14, 2022 • Around the Quad Share t his: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ GREAT RETURNS AD i.'!i Email ] M any schools and organizat ions have been f orced to scale back or eliminate st udy abroad opt io ns si nce t he COVID19 pandem ic. But w ith a commitm en t to int ernat ional educat io n t hat is un ique amo ng M idwest universit ies, Augsburg's Center for Globa l Educatio n and Exper ience didn't just preserve existing offer ings- it's set t o expand t hem. Sign up for Email Newsletter Submit Your Alumni News Students meet with and learn from people involved with the conflict and peace process in Northern Ireland. (Courtesy photo) CONNECT WITH US In Spring 2023, CG EE w i ll welcom e its first coho rt of st udent s t o El I] a new semest er-long program in Northern Ireland . Based at Ulst er University in t he vibrant city of Derry- Lo ndonderry, t he Conflict. Peace, and Transit ion i;irogram w ill crit ically exam ine t he wo rk of j usti ce, reconciliat ion, and repair in relat ion t o the hist ory and legacy of violen t conflict in the regio n. Coursew ork w i ll focus on underst andi ng t he polit ics of t he Northern Ireland conflict and t he t ra nsit io n to a sust ainable dem ocracy. St udents w i ll also part icipat e in int ernshi ps at local peacebui ld ing organizat ions and engage i n field visit s t o Belfast. the A nt r im Coast. and t he border count ies of Fer managh, Tyro ne, and A rmagh. The Northern Ireland sit e adds a Europea n locat ion t o CGEE's portf olio of glo bal program s in Mexico, Cent ral Am erica. and Southern Afr ica . Each program offers a un ique model of handson lear ning rooted i n social j ustice and focused on d irect Students pose at Ulster University's Magee campus, where they will be IWing and spending a lot of their social time. (Courtesy photo) community engagem ent. Top image: Students enj oy t he landscap e during on extended trip to rural ar eas in Northern Ireland. (Courtesy phot o) Share t his: [ Tags: f Facebook ] [ "JI Twitter ] [ All-female Hall of Fame class marks 50 v.ears since P.assagg On t he SP.Ot: Ellie O lson of Title IX YOU MIGHT ALSO LIKE Notes from President CamJluSWelcomes Executive Great Ret urns: We're All In Pribbenow- MultiP-!Y. Your Director of Interfaith,. - on September 14, 2022 Mind bY. Giving It AWaY.: Sharing Celebrat es t he Life of Fuad EI- t he Gift of Vocation Hibri • on September 14, 2022 - on September 14, 2022
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Title: Augsburg Now Winter 2023
Collection: Alumni Magazine Collection
Search Result: Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE NOTES FROM PRESIDENT PRIBBENOW: ON 'LEANING IN' by Paul C. Pribbenow March 15, 2023 Share this: [ f • Around the Quad. President's Letter Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] ...
Show more Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE NOTES FROM PRESIDENT PRIBBENOW: ON 'LEANING IN' by Paul C. Pribbenow March 15, 2023 Share this: [ f • Around the Quad. President's Letter Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i GREAT RETURNS AD Email ] One of the great misperceptions of American higher ed ucation is that colleges and universities are detached from the · real world," ivory towers not concerned about the communities and neighborhoods t hat surround t heir campuses. I am not here to defend all of higher education- though there is p lenty of evidence to rebut that misperception. Instead, I want to declare that for Augsburg University, there has never been a question of our commitment to what we ca ll "leaning in" to the pressing and complex issues of our neighborhood, our country, and indeed the world. It's a commitment articulated in our Augsburg1 SO strategic vision. which states: "As a new k ind of urban, student-centered DF university. w e are educating Auggies as stewards of an inclusive democracy, engaged in their commun ities and uniquely equ ipped to navigate the complex issues of our time." Leaning in so that our students are educated and equipped for the world that so needs their intellects, their passions, and their skills. Sur ely this issue of Augsburg Now powerfu lly demonst rates an array of ways in which this commitment to "leaning in" is lived President Paul Pribbenow (Photo by Courtney Perry) Sign up for Email Newsletter out by our student s. faculty. staff, alumni. and allies. From Associate Professor Katie Cla rk '10 MAN, '14 DNP and alumna Emily Bastia n '07 MSW, and t heir groundbrea king w or k serving those exger iencing homelessness; to our new data science major with its strong focus on equity and Submit Your Alumni News social j ustice; to the contr ibutions of our colleague, Minnesota First Lady Gwen Wa lz, helping us to prepare more teachers of color for our public schools; to t he resea rch of Assistant Professo r Kao Nou Moua, shedding light on t he CONNECT WITH US experiences of Hmong entrepreneurs. And t he list could go on and on with the da ily ways in which the Augsburg community- in its curriculum. community engagement and public advocacy- is working to be good neighbors, to uncover and address systemic injustices. and to support a more robust democracy. El I] In 2019, as part of Augsburg's 150th anniversary celebrations, Auggie alumnus and poet ext raordina ire Donte Collins '18 penned a powerfu l ode to their alma mater, entitled ·we Are Auggies," which concludes with these lines: "When shored, when sharpened. Guided. Here o system of roots. Strong. Striving. A system of roots weaving o new world. Auggie, you ore called into the world. Into your wonder. Your why. To wrestle with reason. To spot the problem. And propose new ports. To walk toward your fears. To find the heart. We ore Called. We ore Auggies." May we all continue to lean in, to make our world more j ust fair. and compassionate, to find the heart. I know we will. because we are called Auggies! Faithfu lly yours, Paul C. Pribbenow, PhD Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] Winter 2022-23 < PREVIOUS POST Au~ burg alumna lands tOP. role at MPR News YOU MIGHT ALSO LIKE Augsbu rg alum na lands toll Uncovering t h e exJler ien ces of McNair Scholars Pr ogram w ins r ole at M PR News Hmong ent r eJlr en eu rs comJlet itive r en ewa l grant - on March 15, 2023 - on March 15, 2023 - on March 15, 2023 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accreditation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator Log in Contact Augsburg Co ri ht © 2023 Au sbur Universi Minnea lis MN 612-330-1000 The Augsburg University webs~e uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. By browsing our site with cookies enabled, you are agreei Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE AUGSBURG ALUMNA LANDS TOP ROLE AT MPR NEWS by CharlK Hal ey Share this: [ f March 15, 2023 • Around the Quad Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln GREAT RETURNS AD ] [ i.'!i Email ] Jane Helmke '83 was named executive edit or of Minnesota Public Radio News in November 2022. "I'm so honored to be a part of the inspiring team of exceptional journalist s at MPR News at this point in my career," Helmke said . "Every day, we are wor king to include and inform all of our audiences across Minnesota, including today's Auggies! I'm excited to learn how w e can connect w ith and serve these thriving young adult s w ith the news they want and need each day: Prior to taking on this lead role at MPR, Helmke wor ked at NBC affiliate KARE 11 New s for 35 years. She st art ed t here as an int ern during her senior y ear at Augsburg. and she left as the TV st ation's news direct or. With her move t o MPR, Helmke jo ined two other Auggies in key roles at one of Minnesot a's largest media organizations. Jane Helmke '83, executive editor at Jean Taylor '85 was named the CEO of Amer ican Public Med ia Group, the parent company of MPR. in 2021. Before her work w ith MPR. Taylor was t he board chair Minnesota Public Radio News (Courtesy photo) of Star Tribune Media. an executive consu lt ant for the Platinum Group, and the CEO of Taylor Corporation. Sign up for Email Newsletter Andre Griffin '20 is t he commun ity engagement specialist for Carbon Sound, a new music stream from MPR t hat launched in June 2022 in partnership w ith KMOJ radio. Carbon Sound, which also includes a website and app. is ded icated t o celebrating the w ide-ranging influence of Black musical expression. Submit Your Alumni News For Helmke, jo ining MPR feels like "a wonderful, full-circle moment." CONNECT WITH US "Every day now," she sa id, "I carry w ith me the Auggie pride of serving the great er good in our community. MPR News is a place that allows me t o live this important value: El I] Top image: Minnesota Public Radio News building. d o wntown St. Paul (Photo by Minnesota Public Radio) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Uncovering the ex~riences of Hmong entreP.reneurs Notes from President Pribbenow: On 'leaning in' YOU MIGHT ALSO LIKE Notes from President Uncovering the exJleriences of McNair Scholars Program wins Pribbenow: On 'leaning in' Hmong entreJlreneu rs comJletitive renewal grant • on Morch 15, 2023 • on March 15, 2023 - on March 15, 2023 Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE UNCOVERING THE EXPERIENCES OF HMONG ENTREPRENEURS On the Spot Q&A with Assistant Professor Kao Nou Moua by CharlK Holey March 15, 2023 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ 'P Pinterest GREAT RETURNS AD ] [ in Linkedln ] [ i:11 Email ] For Kao Nou Moua, research is about storytell ing. The Augsburg assistant professor of social w ork spent a yea r gathering stor ies from Hmong business owners and entrepreneurs to find trends in their experiences and to help public and fi nancial agencies better serve the Hmong business community. After present ing this research at t he first-ever nationa l HMong Econo mic Advancement, Research. and Equ ity (HERE) Conference late last year. Moua reflects on what she's learned and what she's plann ing to study next. Q : Tell us about your latest research, the HMong Economic Advancement and Capacity Building Research Project. Augsburg Asstscant Professo r of Social Work Kao Nou Moua (Photo by Courtney Perry) A: For that pa rticular project, I wor ked with a national organization based in Eau Claire. Wisconsin, called HMong America n Leadership and Economic Develo pment (HALED). While w orking at a d ifferent institution. I had started to build relationships wit h people in Eau Claire. pa rticularly in the Hmong community there. They w ere really interested in looking at economic development among Hmo ng Americans and t rying to und erstand the barriers to becoming a business owner based on the different organizations. agencies, and fina ncial institutio ns that w ere supporting entrepreneurs. Sign up for Email Newsletter We had all of these anecdotal stories about Hmo ng business owners not being able to access services. but there w asn't really any research. Being in the w orld Submit Your Alumni News that w e are in. in terms of needing research or data to support these stories. w e w anted to be really mindful of being able to go to lawmakers and policymakers and say, "These are the barriers that people are exper iencing, and these are the CONNECT WITH US actual numbers of people who are experiencing these things: And so. that's what we did . My research partners and I secured a grant from the state of Wisconsin to do this economic project. By that time, I had transitioned to El I] Augsburg. so I hired a social work student to w ork with me, to mentor them in the social w ork research pro cess. I was w orking with students at t he University of Wisconsin- Eau Claire as w ell. We interviewed about 20 Hmong entrepreneurs in Minnesota and Wisconsin. We did focus groups with Hmong farmers, w omen entrepreneurs, and young people who were interested in ent repreneurship. It w as a wide range. And t he thing is. I'm not a businessperson. I'm a social wo rker. So. it w as really kind of a leap for me to put my mind in th is world of economic d evelopment. But my particu lar Kao Nou Moua teaches her social wor k class. (Photo by Court ney Perry) lens as a social w orker w as: 'What are the barriers in o rganizations?" It's always been my w ork to think about how w e can build culturally grounded services-in this case. w orking with banks and state agencies and orga nizations. Q : What were the results of this research? A: The year lo ng project of data collectio n culminated in the HERE Conference in Eau Claire last September. It w as a nationa l conference, the fi rst of its kind. to bring together Hmo ng entrepreneurs, lawmakers. other business owners. and fi nancial institutions to really think about and look at the data. There w ere a co uple of importa nt findings. One w as that Hmong women entrepreneurs have a v ery different exper ience than what w e think of when w e think about ent repreneursh ip. Even within the Hmong community. there are cultural barriers t hat exist for Hmong w omen entrepreneurs. That's something w e want to explore a little bit more. Another important find ing was that it wasn't so much about having translated materials or th ings like that; it really w as a need for a sense of belonging in those institut ions so people could feel like they w ere w elcomed. Some of the most heartbrea king stories that w e heard w ere people sharing about how they've been denied mult iple t imes (for loa ns) fro m fi nancial institutions. but o nce they w ere able to have a wh ite colleague come and vouch for them. then people at the bank w ere like. "Okay. I can trust t his person because they had a white person vouch for them." Those w er e so me of the really hard stories. Kao Nou Moua presents her research findings at the 2022 HERE Conference in Eau Clair e, Wisconsin. {Photo by HALED) Q : While you were conducting this research, was there anything that surprised you? A: One t hing that did surprise me. especially when w e did the focus group with young people. was that they all talked about the id ea of financial literacy. In high schoo l. they learn how to balance a checkbook. but t hey're like 15- they don't have a checkbook. But now. here they are as college students, and t hey're like. "I would li ke to lea rn that now." And w e had older adults who w ould say, "I want to lea rn more about inv est ments or the stock market." So. w e learned that fi nancial literacy is something that needs to happen multigenerationally or intergener ationally. It is something that needs to happen ov er time. That was really important learning for the orga nizatio n that I w as w orking wit h. HALED w as able to shift their prog ramming to be multigenerational. And the g reat thing was that also aligned with Hmong cultura l values. A lot of the commun ity celebrations are also multigeneratio nal. So, this programming became culturally grounded all of a sudden because we centered Hmong values in terms of learn ing about economic development. Q: What comes next? A: We got a really great response fro m the HERE Conference. Many lawmakers or policymakers w ere super interested in us coming into their individua l agencies to present o ur data. The next phase is to continue to get mo re funding so t hat w e can do more. Al ways in research, there's more research to be done, and part of t hat is to continue to really focus on some of our key findings and really expand on them. The other pa rt of it. for me as a social w ork professor, is to always t hink about opportunities to mentor student resea rchers. Kao Nou Moua speaks with city of Eau Claire policymakers at the 2022 HERE Conference. (Pho,o by HALED) And then, we did ta lk quite a bit about this idea t hat Hmong have a v ery entrepreneurial spirit. Because of their experience of being persecuted and having to move fro m country to co untry and having to adapt. Hmong people have learned how to be entrepreneurs and business owners. You ca n go to China and find Hmong people, you can go to Laos and Thailand and Vietna m, and you can go here in St. Paul. Hmong have always figured out ways to be entrepreneurs. So. I think that's the other line of resea rch that w e w ant to explore-what does a history of tr auma and w ar do to a people? How do they adapt in new spaces? Entrepreneurship is o ne of those w ays that they've learned how to make sense of their lives. This interview has been edited for length and clarity. Top image: Kao Nou Moua sp eaks wit h students during her socio/ work class. (Photo by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twin er ] [ 'P Pinterest ] [ in Linkedln ] [ i:11 Email ] Winter 20 22-23 < PREVIOUS POST NEXT POST> Augsburg alumna lands tOP. rol e at MPR News W hat's Y.Our favorite SP.Ot on camll!ls? YOU MIGHT ALSO LIKE Notes from Pr esident Augsburg alumna lands tOP- McNair Scholars Program w ins Pribbenow: On 'leaning in' role at MPR New s co mP-etitive r enewal grant · on March 15, 2023 • on Morch 15, 2023 - on March 15, 2023 Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE 7 WHAT'S YOUR FAVORITE SPOT ON CAMPUS? by CharlK Haley March 15, 2023 • Auggies Connect Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] GREAT RETURNS AD "One of my f avorit e places to be w as at the benches in front of Hagfors." -Wyatt Vessey '22 v ia email "Basem ent of t he Lindell Library! Best place t o study!" -Stephanie Quick Espinoza '01, '20 MBA v ia Faceboo k Sign up for Email Newsletter Submit Your Alumni News CONNECT WITH US El I] ~ -"My favorit e place at Augsburg? The penalt y box at Ed Saugestad Rink. especially an hour before an Auggie men's or w omen's hockey game. It 's quiet and peaceful (and. admittedly. cold!). Definit ely d ifferent than during the exciting actio n of a ga me." -Don Stoner, Augsburg sports information director. via Tw itter "Tw o of my favorite spots (are in Murphy Squa re). Taken at the beginning of f all sem est er '22." -Luke Schoper '23 v ia Tw itter "The quad" -Emily (O'Connell) Mireault '18 v ia Twitter "Augsburg Men's Hockey l ocker Room. Second favorit e: Smiley's working for Don St oner late nights during w eb 1.0. Th ird: Commons between Urness and Mort. Fourth: Missy Strauch's training r oom. Fifth: John Cerrit o. Milo Sch ield, Nora Brau n. and others' offices. Need I continue?" -Paul Putt '99, '15 MAE via Tw itter "Easily the Hagfors Cent er hands down!" -Ethan Croll '23 v ia lnstagra m Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ M cNair Scholars Program wins coml:!!lti tive renewal grant Uncover ing the exl:!!lriences of Hmong entreP.reneurs YOU MIGHT ALSO LIKE Alu mn i Class Notes, W inter In Memoriam, Winter 2022- 23 2022-23 • on March 15, 2023 • on Morch 15, 2023 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disclosures Employment Administrator Log in Contact Augsburg Co ri ht © 2023 Au sbur Universi Minnea !is MN 612-330-1000 The Augsburg University webs~e uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. By browsing our site with cookies enabled, you are agreei Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE MCNAIR SCHOLARS PROGRAM WINS COMPETITIVE RENEWAL GRANT by Farrisr March 15, 2023 Share this: [ f ~ Around the Quad Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln GREAT RETURNS AD ] [ i.'!i Email ] Augsburg's TRIO McNair Scholars Program r ecently secured a S1 .3 mill ion, five-year federal gra nt to support operat io ns through 2027. Named for Ronald E. McNair, an astronaut and physicist who w as among the fi rst Africa n Amer ica ns in the U.S. space program, McNair Scholars is one of eight feder al TRIO programs fund ed by the U.S. Department of Education to increase access to higher ed ucation for economically disadvantaged students. McNair Scholars specifically aims to increase g raduate degree awards fo r first-generation college students w ith financial need and/or members of traditionally underrepresented groups in graduate education, as defined by federal gu idelines. With the s1.3 million grant, Augsburg will continue to support a cohort of 26 McNair Scholars each y ear. Students apply d uring their sophomore year to participate in the progra m as j uniors and seniors. The hallmark of Augsburg's program is MCN 301: Research in the Disciplines, taught by Associate Professor Amanda Case and McNair Assistant Dir ector Cruz Rodriguez. In this 2-credit course, students complete a research proposal under the guidance of a faculty mentor. They spend 400 hours collecting data. analyzing findings, and pr eparing a forma l presentation Sign up for Email Newsletter fo r a natio nal McNair r esearch confer ence in July. The students also underta ke sign ificant preparation fo r Submit Your Alumni News graduate school outside of resea rch, from GRE study to an intensive •boot camp" to develo p their applicatio n statements. Amanda Case teaches her class. (Photo by Courtney Perry) CONNECT WITH US "McNair is a r igorous comm itment • said "Tina" Maria Tavera, program director. •Each TRIO McNair progra m is designed for a particular population. We are fortunate our programming is designed specifically for Augsburg students. Our numbers prove that our program at Augsburg w orks." El I] In a highly competitive funding landscape, Augsburg's program has received continuous federal support since 2007. Many of Augsburg's McNair alumn i have successfully gone on to graduate school. Twenty-one have completed or are enro lled in a PhD program, 58 have completed o r are enrolled in a master's degree program, and 12 have completed or are enrolled in other advanced degree programs (includ ing MD, MBA, Pha rmD. and PsyD). Top image: 2022 Fall McNair Scholars: front row (left to right): Hafsa Hassan; Edward Stockard; Cynthia Faber; Logan Br adley; back row (left to right): lfrah Edow; Jose Orozco Islas; Theo Wayo; Natnae/ Mu/u; Leeroy Doe; Alex Hernandez Olivera; Drew Gross (Courtesy photo) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Au~burg awards King Harald V of Norwav. honorarv. degree What's Y.Qur favorite SP-Qt on camQus? YOU MIGHT ALSO LIKE Notes from Pr esid ent Augsburg alu mn a lan d s to12 Uncovering t h e ex12eriences o f Prib benow: On 'lean ing in' role at MPR New s Hmong entr e12ren eurs - on March 15, 2023 - on March 15, 2023 - on March 15, 2023 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disclosures Employment Administrator Log in Contact Augsburg Co ri nt © 2023 Au sbur Universi Minnea lis MN 612-330-1000 The Augsburg University webs~e uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. Augsburg's privacy policy for more details. By browsing our site with cookies enabled, you are agreei 0 BACK TO TOP Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE AUGSBURG AWARDS KING HARALD V OF NORWAY HONORARY DEGREE by Sten.henjendraszak March 15, 2023 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln GREAT RETURNS AD ] [ i.'!i Email ] l ate last y ear in Oslo, Augsburg Presid ent Pau l Pribbenow conferred upon King Harald V of Norway the degr ee of Doct or of Humane l etters. hono ris causa . "We are d eeply g rateful for Your Majesty's abid ing support of Augsburg University and our sist er Norwegian-American colleges and universities throughout t he more than t hree decades of your reign," Pr ibbenow sa id in his ceremonial remarks. ·we share bot h a common heritage and profound commitments t o peacemaking and global citizenship." His Maj esty King Harald V of Norway acceded to the throne January 17. 1991 . The king and his w ife. Queen Sonj a. visit ed Augsburg in 2011. This recogn itio noriginally scheduled for 2020 but delayed by t he pandem ic-w as part of Augsburg's sesq uicentennial anniversary celebration. Top image: An Augsburg student porticipoting in the Nor way_ Hub wears o Norwegian King Harald V of Norway (left) and flog while walking through campu s. (Photo by Courtney Perry) Augsburg's p, esident, Paul Pribbenow, meet in Oslo. (Photo by Queen Sonja) Share this: [ f Facebook ] [ "JI Twitter ] [ Alumni Class Notes, Winter 2022-23 CONNECT WITH US M cNair Scholars Program wins com11etitive renewal grant El I] YOU MIGHT ALSO LIKE Notes from President Augsburg alum na lands to12 Uncovering t he ex12eriences of Pribbenow: On 'leaning in' role at MPR News Hmong entre12reneurs · on March 15, 2023 · on March 15, 2023 - on March 15, 2023 Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE ALUMNI CLASS NOTES, WINTER2022-23 by !Johnson March 15, 2023 • Auggies Connect. Class Notes (f',lumni/ Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] GREAT RETURNS AD 1960s 1962 On Nov ember 23. 2022. WCCO-TV ran a story on Augsburg football coach Jack Osberg '62. "Augsburg football legend Jack Osberg.Qgens ug about life wit h wife's Alzheimer's disease." Osberg w as featured in the Winter 2021-22 issue of Augsburg Now. 1980s 1984 Paul Mueller '84. regional vice president for Mayo Clinic Healt h System in Sout hwest Wisconsin. Augsburg regent emeritus. and current chair of Augsburg's Great Returns campa ign. participated as a pa nelist in a virtual community forum. "A Tale of Two Viruses." hosted by Mayo Clinic in September 2022. The d iscussion focused on the contrast between monkeypox and COVID-19. 1989 "Sister Novelists: The Trailblazing Porter Sisters. Who Paved t he Way fo r Austen and the Brontes," by Devoney Looser '89. was published in October 2022. The book w as on Apple's list of t he "Most Ant icipated Fall Books" in nonfictio n. and it received a starred r eview from Kirkus. Looser was featured in the Fall 2018 issu e of Augsburg Now. Sign up for Email Newsletter Submit Your Alumni News 1990s 1991 CONNECT WITH US Carla Steen '91 was resident d ramaturg for Guthrie Theater's w orld premiere of "Sally & Tom." 1999 Real estate dev eloper Devean George '99 plans to build a modular-housing plant in Minneapolis' North Loop. The plant. which will manufact ure mod ular units for multifamily housing. will create hundreds of jo bs from 2023 to 2025 paying S30 or more per hour. Cheri Johnson ·99 is autho r of "Ann ika Rose: a novel manuscript that wo n the 2021-22 Wo men's Prose Prize from Red Hen Press in Pasadena. California. In 2022. she also published "The Girl in Dulut h." a literary mystery. under the pen name Sig rid Brown. Publishers Weekly selected the book for review. ca lling it an "affecting debut." 2000s 2000 Ross Murray ·oo. ·09 MBA. vice president of GLAAD Media Institute. led a training tour in Australia. Offerings included a master class o n LGBTQ advocacy and support for leaders looking to make t heir o rganizatio ns more LGBTQ-w elcoming and inclusive. Murray also met with the Aust ralian Film Television and Radio School to spea k with faculty about teach ing students the impact of LGBTQ inclusivity in media representation. 2004 Mary Taris '04. founder and CEO of Strive Publishing and Str iv e Bookstore. w as one of the business owners featured in a KARE 11 story about a 2022 holiday pop-up ma rket in downtown Minneapo lis. 2005 Eddie Frizell 'OS MAL w as confirmed by the U.S. Senate in 2022 as the U.S. marshal for Minnesota. The first Black U.S. marshal in Minnesota history. he leads the U.S. Ma rshals Service for the state. 2006 Wendi Wheeler '06, '13 MAL. spoke with a reporter about how a man holding a "You Ar e Loved" sign in Moorhead. Minnesota. gav e her hope when she w as contemplating suicide. The sto ry. "A college stud ent ho ld ing a sign on a Moorhead st reet corner saved her life." appeared in several Minnesota newspapers. 2009 Marette Hahn '09. directo r of academic and career excellence at Grand Ca nyon University. was nominated for the Athena Valley of the Sun Founder's Aw ard. Rachel Stud ier '09. ·12 MBA. chief operations officer of Mayo Employees Federal Credit Union. was na med a Top Wo man in Finance by Finance & Commerce. wh ich cov ers business news in Minnesota. 2010s 2013 For the past three years. Kacie Butcher '13 has been director of the Public History Project at the University of Wisconsin-Mad ison. a multiyea r effort to uncover and give voice to histories of discriminatio n and resistance at the university. The project has resu lted in a physical exhibitio n. a digital exhibitio n w ebsite. curricu lar materials. an event and lecture ser ies. and a final report. The proj ect is the fi rst of its kind in the nation in regards to scope and its focus on public engagement. 2014and 2019 Sisters Fa iso Abdu lle '14. '20 DNP and lkraan Abdu lle '19 DNP are two of four nurses who founded Our Place Residential Services. The business provides integrated support services to clients. including medical care. stable housing. and the supportiv e ad ministrative and coach ing services needed to stabilize d isabled and ho meless patients. The nurses and their business w er e featured in the August 28. 2022. Star Tribune story. "Four firstgeneration Somali American nurses started business to care for i;iatients in need." 2015 Alisha Esselstein '15 joined The Manely Firm. P.C.. as an associate attorney. 2018 Chung Lip '18 recently published "Hers." a memoir which reflects on his child hood experience growing up in Cambod ia. Lip wrote the memoir to share his personal experiences growing up as an orphan. to inspire others. and to promote resiliency among young people around the w orld . 2020s 2022 Tucker Robinson '22 is program coordinator for Change the Outcome. Robinson's story is part of a September 23. 2022. story in the Star Tribune. "After the loss of her son to the oi;iioid egidemic, a Minnesota mother seeks to cha nge the outcome for others." Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Health Commons receives $SOK ~ui!Y.,grant Augsburg awards King Harald V of Norwav. honora!Y. degree YOU MIGHT ALSO LIKE What's Y.OUr f avorite SJlOt on In Memoriam. Wint er 2022-23 cam P.us? - on March 15, 2023 - on March 15, 2023 El I] Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE HEALTH COMMONS RECEIVES $SOK EQUITY GRANT by CharlK Hal ey March 15, 2023 • Aroun d the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln GREAT RETURNS AD ] [ i.'!i Email ] Augsburg Hea lt h Commons has received a $50,000 grant to continue its work in advancing health equity thro ugh nursing. The Health Equ ity Innovation Fund grant, awarded in early January, came from AARP and the Center to Cha mpio n Nursing in America, a j oint initiat ive of AARP Foundat io n, AARP, and t he Robert Wood Johnson Foundatio n. Augsburg Hea lt h Commons will use this funding to deepen its w ork of providing free services to marginalized com mu nities. The grant also allows Health Commons to consider expansio n, including a possible new locat io n in North Minneapolis. Executive Directo, Katie Clark (middle) and other Augsburg faculty members pass out supplies co Health Commons visitors. (Photo by Courtney Perry) ·we are moved beyond wo rds to be selected fo r this opportunity," said Katie Clark '10 MAN, '14 DNP, associate professo r of nursing and executive director of Health Commons. "These funds will not only help relieve some of the suffering people are forced to endure in the immediate term, but will also help cult ivate ideas and solut io ns for the lo ng term in ca ring for people who experience ma rginalization." The first Augsburg Hea lth Commo ns drop-in center opened at Central Luthera n Sign up for Email Newsletter Ch urch in downtown Minneapolis in 1992. Most people seeking ca re there are unhoused o r ma rgina lly ho used. In 201 1, a second location opened in Ceda rRiverside in response to a need for accessible health care services identified by Submit Your Alumni News members of the East African immigra nt commu nity. Both locations center commu nity vo ices and are o perated by Augsburg nursing CONNECT WITH US faculty, nursing and physician assistant volunteer s, students, and community members. Everyone is w elcome, and all services are free. El I] With this gra nt Health Commons will continue provid ing services at both locat io ns as w ell as at local homeless encampments. Faculty will explore new partnerships at other locations including in North Minneapolis in collaboration with Augsburg's physician assistant program. The grant will also support the educational m issio n of Health Commo ns by providing paid research and pract ice internships fo r graduate nursing students. Augsburg Physician Assistant Program Director Vanessa Bester checks a visitor's blood pressure at Health Commons. (Photo by Courtney Perry) Augsburg H ea It h Commons is one of 16 organizations nat io nally to receive a Health Eq uit y Innovatio ns Fund award for 2022. Find out more about the grant or visit the Augsburg Health Commons w ebsit e. Read more about the wor k at Augsburg Health Commons in this issue of Augsburg Now. Top image: An Augsburg nursing faculty member sorts t hrough donated supp lies at Health Commons. (Photo by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twin e, ] [ Renovated athletics facilities dedicated to beloved Augg]fil Alumni Class Notes, Winter 2022-23 YOU MIGHT ALSO LIKE Notes from President Augsburg alum na lands tOP- Uncovering the exP-eriences of Pribbenow: On 'leaning in' role at MPR News Hmong entreP-reneurs - on Morch 15, 2023 - on March 15, 2023 - on March 15, 2023 Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE AT 25, STEPUP LOOKS TO THE FUTURE by Farrisr March 15, 2023 Share this: [ f • Around the Quad Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] GREAT RETURNS AD StepUP® at Augsburg Univ ersity is one of the origina l handfu l of collegiate recovery programs in the United States. At its 25th anniversary, it's also one of the largest and most comprehensive. Several factors account fo r the program's success over time, including the residential facility in Oren Gateway Center, on-staff chemica l dependency counselo rs, and strong connections to Minnesota's recovery netw orks. But ask students, staff, and supporters what makes StepUP more t han the sum of its parts, and o ne answ er comes up ev ery time. Interior lobby of Oren Gateway Ce mer (Photo by Courtney Perry) The magic is in t he community. The number of U.S. collegiate recovery progra ms has grown to nearly 150 in the years since Augsburg jo ined Rutgers, Texas Tech, and Brown University in starting its own program. But it's still unusual for an institution of Augsburg's size to operate a program o n t he scale of StepUP. Rarer still is the level of fi nancial support donors have provided to ensure the program's sustainability. Early on, StepUP leadership set an ambitious goal to ra ise a $1 O million endowment to provide funds fo r staff salaries and programming costs into the future. Augsburg reached this Sign up for Email Newsletter fund raising milestone in 2022 thanks to the generosity of supporters and alumni. Now, staff are focused on expand ing Submit Your Alumni News philanthro pic suppo rt for critical student needs, includ ing tuition and housing. "For young people in r ecovery, living in a residential commun ity CONNECT WITH US like StepUP ca n make all the difference, but it's a big financial commitment," said Martha Truax '16 MAL, director of StepUP students give Oren Gateway Center dorm tours leadership gifts fo r StepUP. "Going forward, w e w ant to be able during their holiday party, December 2022. (Photo by Courtney Perry) to provide mo re tuition support and housing stipends so that El I] students don't have to face a choice between paying fo r college and staying sober." Director Ericka Otterson '1S MSW returned to Augsburg to lead StepUP in Janua ry, having previously w orked as a StepUP administrato r and chemical dependency counselor from 2007 to 2014. Under her leadership, the program will also explo re new pa rtnerships with local colleges and universities-including the University of Minnesota-to reach mo re students. "Despite increasing need, not every school can afford to bu ild its own collegiate recovery program fro m scratch," Otterson said. "For institutions in the metro area, StepUP ca n help." A recently fi nalized agreement wit h t he Univer sity of St. Thomas allow s students to live in Oren Gateway Center and participate in StepUP programming while still attending classes at their home instit utio n. With a ca ring support netw ork on Augsburg's campus and mo re tha n 800 program alumni, t hey'll be in good compa ny. StepUP alumnus Chris Allen '02 live paints a charity piece at the StepUP Gala in 2021. (Photo by Rebecca Slater) "A lot has changed in 25 y ears," sa id Nell Hurley, recruitment and outreach manager. "But StepUP is stil l doing what w e set out to do: To create a community of students who are in this together and supporting each other . That's what makes it wo rk." StepUP will hold its 25th anniversary ga la w ith emcee Don Shelby on May 13 at t he Radisson Blu hotel in Bloomington. For tickets and more information, visit the StelJUP w ebsite. Top image: StepUP students pose in Murphy Squore. (Photo by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Pribbenow named to national hig!ler ed eng~gement adviSO!'.'£grou11 Renovated athletics facilities dedicated to beloved Auggies YOU MIGHT ALSO LIKE Notes from Pr esid ent Augsburg alu mna lan d s to12 Uncovering t h e ex12eriences o f Prib benow: On 'lean ing in' role at MPR New s Hmong entr e12ren eurs - on March 15, 2023 - on March 15, 2023 - on March 15, 2023 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disclosures Employment Administrator Log in Contact Augsburg Co ri ht © 2023 Au sbur Universi Minnea lis MN 612-330-1000 The Augsburg University webs~e uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. By browsing our site with cookies enabled, you are agreei Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE PRIBBENOW NAMED TO NATIONAL HIGHER ED ENGAGEMENT ADVISORY GROUP by Sten.henjendraszak March 15, 2023 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln GREAT RETURNS AD ] [ i.'!i Email ] In the fall, the U.S. Depa rtment of Ho using and Urban Development and Campus Compact announced the HUD + Higher Ed Engagement Network, a new collaboration to strengthen higher ed ucation community action. Augsburg President Paul Pribbenow was one of three college presidents named to a 30member think tank of strategic leaders that will gu ide net work activities. "Augsburg has long been engaged in vital placemaking w ork with our neighbors, our students, and o ur employees," said Pribbenow, who also chairs the Central Corridor Anchor Part nershiP- in Minneai;iolis. "It's an honor to be able to sha re what we've learned about mutually sustaining partnerships in an urban setting wher e w e have deep institutiona l roots." The think tank will collaborate with HUD leaders to dev elop and disseminate strategies for campuses to engage with HUD field offices and initiatives nationwide. Member institutions wil l put these plans into action at the local level, with the goal of build ing inclusive. sustainable. and thriving communities Augsburg President Paul Pribbenow through increased civic and community engagement. Focus areas will include (Photo by Courtney Perry) w orker empowerment materna l and infa nt health, evictio n prevention, landlord out reach, housing security and access, broadband access and d igital literacy, and cultural competency. "We are thrilled to partner with Campus Compact o n th is initiative," sa id Michele Perez. HUD's assistant deputy Sign up for Email Newsletter secretary for field policy and management, in announcing t he program. "Th is pa rtnership will bolster HUD's and the members of the Higher Ed Engagement Netw ork's ability to serve our most vulnerable populations through the higher education space. Together, w e will leverage our strong connections in our respect ive industries to enable a Submit Your Alumni News j ust equitable, and sustainable future: CONNECT WITH US Top image: Downtown Minneapolis as seen f rom Augsburg's camp us (Photo by Mark Chomberloin) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ W omen's hockev. travels to Euro11e for games and growth At 25, SteP.UP looks to the future YOU MIGHT ALSO LIKE Notes from President Augsburg alum na lands tog Uncovering t he exi;ieriences of Pribbenow: On 'leaning in' role at MPR News Hmong entrei;ireneurs - on March 15, 2023 - on March 15, 2023 - on March 15, 2023 ~ CJ Ill AuGSBURG U N IV ER S IT Y PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE WOMEN'S HOCKEY TRAVELS TO EUROPE FOR GAMES AND GROWTH by Douachee Lee March 15, 2023 • Around the Quad Share t his: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ GREAT RETURNS AD i.'!i Email ] We'll sing the Auggie War Song, We'll shout the battle cry, We'll fight the Auggie battles, Auggies ever, do or die! Augsburg's school song could be heard overseas t his past Decem ber as the w omen's hockey t eam t raveled fro m Helsinki, Finland, t o St ockholm, Sw eden, t o play t hree exhibit ion gam es against int ernat ional t eam s. "We are grat eful and excit ed t o cont inue t he t rad it ion of an int ernat iona l t rip; said head coach M ichelle McAteer. "Players often say it 's one of t heir best experiences to t ravel and com pet e overseas. It is t he ult im at e road t rip!" Th is w as t he fifth int er national t r ip for Augsburg w om en's hockey. The t eam t rav eled w it h a group of m ore t han 70 people including coaches, st aff, and fam ily mem bers. The Auggi es played ga mes against HIFK and Hollola from Helsinki and Hammarby fro m Stockho lm. Winn ing two of t he t hree gam es w as great , but t he r eal highlight of t he t rip was int eract ing w it h players and coaches fro m other count ries. After ev ery ga me, t he Auggies jo ined t he host t eams Sign up for Email Newsletter w it h a shared m eal t o connect about hockey and life. Add it ionally, they to ured t he cit ies, visit ing local and fa mous Submit Your Alumni News sit es like t he Nobel Prize M useum and St ockholm City Hall. At t he Vasa M useum, t hey saw a preserved w arship from 1628 and learned about its history. The Augsburg women's hockey team at a ski jump at ISKU arena in Lahti, Finland (Coun:esy photo) CONNECT WITH US "Int er nat io nal t ravel broadens our perspective as w e navigat e differ ent cultures, languages, and experiences. Doing it t ogether creat es lifelo ng m em ori es and strengt hens our bond as a team," McAt eer said. El I] Top image: The Augsburg women's hockey team at Stockholm City Holl, Sweden (Courtesy photo) Share t his: [ Tags: f Facebook ] [ "JI Twitter ] [ An educator and catal~t for changg Pribbenow named to national higher ed eng~gement adviso(Y_grouQ YOU MIGHT ALSO LIKE Notes from President Augsburg alumna lands tOP- Uncovering t he exP-eriences of Pribbenow: On 'leaning in' role at MPR News Hmong entreP-reneurs • on March 15, 2023 • on March 15, 2023 - on March 15, 2023 AuGSBURG - U N IV ER SIT Y - PREV IOUS ISSU ES HOM E ABOUT CONTACT US CURRENT ISSUE AN EDUCATOR AND CATALYST FOR CHANGE Minnesota First Lady Gwen Walz focuses on equity and civic engagement in he r partnership with Augsburg. by Kate H. El/iorr Sh a r e t h is : [ f Morch 15, 2023 • Featured Stories Facebook ] [ '!I Twi« e, ] [ 'P GREAT RETURNS AD Pintere sr ] [ in Li nk ed ln ] [ D Ema il ] In 2019. Minnesota First Lady Gwen Walz j oined Augsbu rg University as special assist3nt to the pres ident for strategic partnerships and 35 a fe llow in th e Sabo Cen ter f or Dem ocracy and Cit ize nsh ip. But Walts co nn ection to ca mpus bega n long before she was born . whe n her mother steppe d out of ru ra l life in ce nt, 31Minnesota and onto a bus destined for Augsburg. Li n nea (Wack er) Whi ppl e '60 was t he f irst person in her fa m ily t o graduate from high schoo l. Why stop there? ·one of the most signifi cant indic;at ors of chil dren's future educational atta inment is th e e du cat iona l ;attainm ent of their mothers." Walz said . "My mom st;a rted co untry school at four yea rs of ;age because her brother wouldn't go to school wit hout her, ;and she gra du;ate d fro m high schoo l at 17. I am gratefu l s he ha d the d rive to lea ve her fa mily life and that Augsb urg- t hro ugh its fa ith a nd alumni conn ections- fo und my mother in he, small town of 600." Minnesma Fi,sc La dy Gwen Walz (Photo oy Courmey Pe.ry) And Augsbu rg didn't let Whipp le go . Wa lz sa id college advisors checke d in on he, mother, who worked m;any hours to pay for sc hool. Professors encour;aged Whipple. whose early educ;ation was in a one-room schoo lho use. to app ly for a postg,;ad u;at e teac hing position in Hawaii. "Th ey sa w her potential, a nd t hey didn't li mit my mother at ;a time when women had lots of limits." Wa lz a dd ed . "I grew up he;a ring about that level of persona l support and Augsbu rg's drive to deve lop inform ed cit izens. th oughtful steward s, critica l th inkers, ;and respo nsible le;ade, s. " Whipple's tenure in Hawaii ended abruptly wh en her brother died in a fa rm accident. Deeply invested in family. Whipple return ed to Minnesota. where she cont inued to teac h. met he, hu sba nd- also an e du ca tor- and r;a ise d four da ughters. Equity work with Pribbenow 'changed everything' Li ke her parents. W;a lz became an educator ;an d marrie d an educator. Tim Walz. Prior to being elected Minnesota's 41st governor, Tim served from 2007 to 2019 as the U.S. House represe ntative for the state's 1st cong, essional dist, ia. which includ es the Ma nkato schoo l district wh ere the W;a lzes taught. Tim and Gwen Walz spea k rn scudems as a part of the Augsbu,g B~ld Spea ker Series, Occober 20 20. (Phom by Rebecca Slace,) "As educ;ators, ;and with Tim's role in governme nt. we were brought into conversations about diversity and equity in the K12 system ," Walz sa id. ·we wanted someo ne to facilitate disc uss ions in a way t h;at would honor a ll voices. and without t hink ing twice , we reache d out to Augsburg President Pa ul Pribbe now . We had see n and he;a rd that he is a m;an of the mo ment wh o gets things done and achieves meaningful outcomes." The W;a lzes aske d Pribbe now to join a t;ask force to ;ad dress issues relate d t o diversity, equ ity. and incl usion in Rochester schools. This experie nce. Walz sa id. "cha nged everything. " It's why she overlooked ot her job offers to accept Pribbenow's invit;at ion to work for Augsb urg in 2019. ·we spe;a k t he sa me l;anguage," W;a lz sa id . "President Pribbenow is focused on t he right priorities. and he approaches work with integrity and ;a coll;aborative, empowering spirit He's not afraid to take crea tive risks. and he embodies wha t makes Augsb urg so inc,e dibly special."' When Pribbenow as ked Walz to consider working for Augsb urg, he hadn't settled on a job title. He told her: 'There is nothing you ca n't do. but you will figure it o ut wh en you get here. I ha ve some ide;as, but I ;am confident you will see and do the work in front of you: "His behef in me re minded me ofthe belief Augsburg had in my moth er. and I w;as sold."Walz said. "He and I both knew we had ;a lot to work out. but he kn ew I ha d so mething to offer the un iversity, ;a nd I was eager to continu e t o serve and work as ;an educ;ator. "My mom always used t o sa y. 'Do the work t h;at is in front of you.' ;and as a ch ild. I th ought s he me;ant the dis hes." Walz laughed . "H ere. I have ;an opport un ity to do tha t work ;a longside le;ade, s wh o aren't afraid to take on diffi cu lt conversations ;and opportun it ies ." The Augsburg commun ity. Walz said. is ma de up of administra tors. faculty. st;aff, a nd stud ents wh o s;ay. '"We are not go ing to just ta lk about th e work. we a, e going to do the work, ;and not on ly do the work but lea d t he work.' The un iversity e mpowers stude nts and rem inds us there is not always one way to do things." Gwen Walz (ba ck row, second f<om right), Paul Pribbenow (back rnw, center). Abigai l Pribbenow (back row, second from leIT), and o,her members of the Augsourg community gachere:l a, che MNU DL Mayors Challenge 10ch Anniversa ry Fund.a iser in September 20 22 . (Photo by Cou.1:ney Per,y) A 'confident disruptor' Walz said he, work- both ;at Augsburg and ;as first lady of Minnesota- is not about power; it's about respo nsibil ity. "My fi rst question to myse lf ;and ot hers is ;a lways. 'Wh om do we serve?' The ;answer ca n change. but in my work at Augsburg, it's mostly focused on students. My ro le ;afford s me t he ability to m;a ke connea ions for people and to cut t hrough re d t;ape." Wa lz sa id. She w;as integral in implementing th e Auggie Pass. an a ll-you-can ride transit pass for e ligible Augsbu rg stude nts to access the city's buses a nd light -r;a il tr;a ins. even during breaks. She has ;a lso helped build co nnections between campus progra ms and st;ate age ncies t o offer internships and experie ntia l lea rning opportun ities . ·one effort I a m particularly excited about is my work with t he provost to encourage voting among ou, stud ents and t o educate the m about t he safety of our voting systems.'' Walz said. "The Higher Educa tion Act of 1965 requires un iversities to ha nd out vot er registr;ation card s, but there is no fund ing o, enforceme nt mechanism. We are looking t o weave these and other civic engagement a nd education efforts into th e Augsburg experie nce: As d irector of the Sa bo Center, Elaine Esche nbacher works directly with W;a lz to integ, ate civic and community e ng;ageme nt. experiential education. and democ,;acy bu ilding into th e Augsburg experie nce. "I appreci;at e and ;ad mire Gwen's capac ity a nd interest in going deep on a topic. She is ;a le;a rn er who a ims to kn ow more tha n s urface-leve l information." Esc henbacher sa id. "She encourages us to be "confident disruptors' of systems t hat d on't serve peop le. particularly the most vulnerable. I wrote tha t term on a note and ha d it on my des k for a long time : Esc henbacher adde d t h;at W;a lz inc, eases th e university's access to peop le ;and syste ms. "People answer her phone calls." Eschenbac her sa id . "But more importa ntly. Gwen brings deep knowledge of education that empowers students to fu lly realize the ir potential. She brings rich experience in navigating and c,e;at ing cha nge. and she brings a deep co mm itm ent and clear vision for equ ity in educa tion ." Elaine Eschenba cher, dioec:or of ,he Sa bo Cemer (Photo b'/ Coun:ney Perry) Equity in the classroom Walz's work ;a lso focuses on teac her educa tion . One of her first meetings at Augsburg was wit h Audrey Le nsmire. an assoc iate professor of education a nd t he founding director of the form er East Afric;an Student to Teacher Program {EAsn. now kn own as th e Th rive Progr;a m. W;a lz w;anted to le;a rn m ore about the program's work to e mpower E;ast Africa ns and other BIPOC stude nts to become lice nsed teachers. More t h;an 100 stud ents have be nefitted from the progra m since 2013. Lensmire refl ected on that first meeting: 'Wh en I wa lked into her a/flee. I was shak ing a bit. I didn't know wha t to call her. It see med so weird to call someone 'first l;ady.' but s he told me t o ca ll her Gwen . She as ked great qu estions. liste ned carefully. a nd t ook lots of notes. and I quickly re;a lize d how lucky Augsbu rg is to have her.... I introduced her t o scholars a nd teachers beca use she wanted to hear their stories a nd needs. We bega n t o sha re ou r own histo ries and expe rie nces. and we beca me friends." The two d eve loped a gra duate course ca lled Connecting Policy. P, aa ice. and Advocacy for Ed uca tiona l Equ ity . It combines th eir shared loves of writ ing, te;acher empowerm ent. a nd po licy ch;ange. In 2020. Le nsmi, e and W;a lz bega n co-teaching the course. wh ich has become ;a core class in the Maste r of Edu cation program . Lensmire s;a id Wa lz has taught her a lot about resea rch. a dvocacy. and complications wit hin government systems. Walz is honest and thoughtful. Lensmire sa id. and has even given her daughter. a second-year Augg ie. lot s of ;advice and green Jolly R;a nchers. 'A remarkable advocate' Pribbenow sa id it s impress ive how Wa lz gracefully ba lances her dual roles at the un iversity. while ;a lso investing and connecting personally with students in the classroo m. He benefits from he, "keen eye" in na viga ting complex politic;a l circumstances to adv;ance the un iversity"s vis ion. "Gwen h;as proven to be a remark;ab le advoc;ate for our students and ou, miss ion.'' he sa id. "Her work on co mm un ity engage ment projeas is always insightful and focuse d on moving work forward . Her partnership with ou r education department to prepare te;achers of co lor fo r ou, pub lic schools brings both he, educational experience and he, advocacy skills to bear on this c,itica l effort." Gwen Wal, with members of <h e ~.ugsbu,g community aITer hosting an on-campus e-ve m, A Conversation with Fi,sc La:ly Gwen Walz and Gay Righcs Advocate Randy Florke, in Ma.en 20 19 . (Fhoto oy Courmey Pe, ry) He r prese nce. Pribbenow sa id. is a m ode l for the Augsbu rg comm un ity . Walz is un like any ot her first lady in state history, with an offi ce in the C;ap ito l and ;a robust policy portfolio focused on e duc;at ion. Yet she keeps he, faith in foc us, ;and she's maintained a "Minn esota nice· that often emerges from the oven. "Fou r d;ays before the election. we took a bus around to various stops to thank peop le wh o worked on the campa ign . I didn't have ;a spe;a king role ;at these stops. but I wanted to convey my perso n;a l thanks ;and hono r their time and ha rd work," Walz said. "I rolled up my sleeves and c;a lled all my volleyba ll moms ;a nd friends over to t he reside nce. and we baked 1.400 gingersnaps fro m my g, a ndm othet s recipe and packaged the m with a note fro m me . Sma ll gestures matte,. and I love sharing a bit of myse lf with ot hers." Walz said she hopes her persona l ;app roach to leadership shows students they c;an ac hieve profess ion;a l success while also prioritizing fam;ly and fa ith. Those priorities brought her to Augsburg, ;and th ey will continu e to drive her work for the university . "I c;an fa ll into the trap of always wis hing I could do more. give more. or be better. But I w;a ke up each morn ing with devotions to center myse lf and ack nowledge that I ;a m doing wh;at I can. with what I h;ave. to the best of my ;ab ility.'' Walz said. "It's a privilege to be here now. working with Augsbu rg to he lp e du ca te students to ach ieve their potential and- together - make a difference in this worl d. " That is work worth doing, she s;a id. and it's right in front ofus. Top image: Gwen Walz to /ks with the Augsburg comm unity. January 2013 (Photo by Courtney Perry) Share this: I Tags: f Facebook 11 '!# Twirre, 11 'P Pinteresr 11 in Li nk edln 11 i:i Ema il I Winter 2022-23 < PREVIOU S POST NEXT POST> Women's hock~ lra\lels to Euro~ for game,s and growth Creatinll con nections YOU MIGHT ALSO LIKE Renovate d athletics f;a c il it ies Crea t ing con nectio ns Meet ing the needs de di ca ted to be loved Auggies - on March 15, 2023 - onMarch/ 5, 2013 - on Morch 15, 1023 Sign up for Emai l Newslette r Submit Your Alumni News CONNECT WITH US El IJI ,~, Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE r;z T ~ CREATING CONNECTIONS New data science major gives students an opportunity to make sense out of copious amounts of complicated information. by Lisa Renze-Rhodes March 15. 2023 .. Featured Stodes Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ GREAT RETURNS AD in Linkedln ] [ i.'!i Email ] Driv ing d irections o n a cell phone. coupons for 25 cent s off pret zels at the grocery store. and w eather alert s w ar ning of pot entially ser ious st or ms sha re one common thread: dat a. From where people d rive. to what t hey buy. to w here they live. nea rly ev eryth ing in lif e is connected to the evercollect ed. extremely valuable info rmation that is gathered and int erpret ed t hrough data science. But beyond giving businesses clues about when a f amily is r eady to replace a refrigerato r or t ake a tr ip t o the Grand Canyon. dat a science ca n also be used in ways that bring equity and justice t o underserved and marginalized communities. It's w ithin that fram ew ork that faculty at Augsburg University began piecing t ogether w hat is now a full-blow n dat a science majo r. John Zobitz. professor of mathematics and data science. said the new majo r- officially a Bachelor of Science in dat a science launched in f all 2022- is a response to requests by alumni and students for m ore oppo rtunities t o expa nd o n w hat they w ere already lea rning in m ath and comput er science classes. Student s can now minor in dat a science. t oo. Sign up for Email Newsletter "When we designed this m ajor. we tried to m ake it as flat as John Zobitz, professor of m athem atics and data scien ce possible. relative to prer equisit es." Zob it z said . "Student s ca n (Photo by Courtney Perry) st art the m ajor w ith either an introduction t o dat a science Submit Your Alumni News course. a comput er science course. or a mat hematics course. That m akes it o pen t o first -year students and has r eally helped attract m ore students." The m ajo r also draws students w ith a w id e range of int erests. Zobitz said. While data science can help consum ers get free shipping on their dog's mo nthly food delivery. it ca n also be used to identify societ al challenges and inequities. And mo re importantly. it can help find solutions t o specific pro blems. Making a difference There are m any w ays that dat a science m akes a concr ete differ ence in people"s lives. such as gather ing and disseminating info rmation about pot ent ially da ngerous w eather. The Federal Em ergency Management Agency estimat es that since 1997. dat a collect ed by aircraft w ith special storm predicting t echno logy and eq uipm ent have improved predict io ns about hurr icane st o rm and landfall patt erns by 20%. Those life-saving ear ly warnings give mo re people more t im e t o t ake necessary st eps to evacuat e o r prepare befo re a st o rm h it s. And in issues of social justice. dat a ca n com e r ight alo ngside community organizers and other change agents. prov iding real numbers t o bolst er t heir rationa le. "A focus on equity. inclusion. and j ustice is built t hroughout the major.• Zobitz said. "How data influences how you see the w orld- w hether it"s algorithm ic bias. why som e families get picked f or a loan and others don"t, o r in a pa ndemic. how one"s pre-existing conditions ma ke them more susceptible t o ill ness." Data t ells great st ories fo r people pay ing attention. he said. John Zobitz talks with his data scien ce students. (Ph oto by Courtney Perry) In a class that introduces the id ea of dat a science as a tool f or social j ustice. Zobitz has st udents consid er transport ation availability in the Twin Cities. Suddenly. hist orical patterns of racism and inj ustice leap int o st ark moder n-day relief. Redli ning-the discriminat ory pract ice of w it hhold ing fund ing t o purchase homes in so-ca lled "at risk" neighbor hoods that began in the U.S. in the 1930s and d isproportionat ely impacted Black f am ilies-continues t o affect people. The practice ensured that f amilies of color. m any of who m w ere mov ing int o new areas as part of the country"s Great Migration. w ere relegat ed t o less desirable neighbo rhoods. As a result. ma ny had t o liv e f ar aw ay from w ork. decreasing their quality of life because of the sheer amount of tim e it t ook t o get t o and fro m t heir j obs. Despit e a 1977 f ederal law that w as int ended to quell the practice of r edlining. the harm ful effects linger t oday. "Student s st art t o translat e what they"re learning into w hat they're living: Zobitz said. "You st art t o hear st o ries like. ' My m om has t o take five buses t o get her w ork do ne.' They talk about their exper iences. and they st art having conv ersat io ns w ith each other about w hat inform ation is needed t o ma ke educat ed recommendations fo r change." Student stories The int ersection of that inf or mat io n is what lured Dij one Mehmeti "24 to the maj or. "What drew m e into data science w as the connect io n betw een dat a and social life." she said. "Applying those t wo t ogether really made me int er est ed in it - that connection that you see something. and it helps you d ig int o i t ev en more. "Learn ing about redlining. crim e. t hen yo u dig into mo re reasons why that happens ... t hat's w hy it"s so pow erful." M ehmeti said . "The infor matio n could be considered hidden. but it's not. It's int erconnected in so many d ifferent ways: John Zobitz sp eaks with a stu dent during data science class. (Ph oto by Court n ey Perry) Students also lear n about the import ance of ethics in dat a collectio n. In that v ein. Ly Xiong '24 hopes t o o ne day focus her w ork not necessarily o n what the dat a rev eals. but where it"s coming from. "For m e. t he most important part is t he dat a itself - who is collect ing the dat a." Xio ng said. "The results w ould be different if I'm collecting data in my community; they w ill trust me. But if I'm collecting dat a in another community. they m ay not trust m e. So. it goes back t o: how are w e collecting the data?" A lack of trust can y ield incomplet e dat a. Xio ng sa id. Her long-t er m goal is t o educate people about how t o creat e dat a sets that better represent an issue and communities affect ed by it . Those real-world applications are specifically driv ing Ridwan Abdi '24. "l"m Som ali." Abdi said . "I w ant to use data science t o do st orytelli ng. The problems w e hav e in our community are that so many young adults and t eens are st ruggling w ith drugs. So. maybe I can use dat a t o educat e and partner w ith universities. t o creat e someth ing that could help people t ake action." All three it erations of the majo r are. in m any ways. exactly what Zob it z ho ped fo r. Stu d ents listen to Pro fessor John Zobitz's lect1.1re. {Pho to by Courtney Perry) "I like t o say that if you put your whole self in there. and br ing your ow n experiences t o it. when you creat e a visualizatio n and see the power dat a has. people pick up on that. I think it eliminates some of t hat ·1do n't believe you· that "s bound t o come from data." he said . · connecting it t o people gives it pow er. instigat es change: Alumni success Alumni are responding t o the new major w ith excit em ent- and a little e nvy. Nhu Putnam '12 graduated w ith ho nors in her double-m ajo r of fi nance and m athematics w ith an em phasis in proba bility and applied mathem atics. She spends her days in data. doing r isk ana lysis and data analytics fo r WTW. an insurance advisory firm headquart er ed in Lo ndo n. "It's good f or Augsburg t o launch these programs. I really liked the d epartment of m athematics. and t his is the right direction fo r Augsburg t o go," Putnam said. "Math is good. but applied math is w ay m ore pow erful. And dat a science is one of the m ost pow erful w ays w e ca n use math in an applied way: She sa id one gr eat example. fro m a corporat e perspect ive. is t hat data science can prov ide the evidence that persuades a company t o invest in a particular social mov em ent. "How can you use data science t o help a community? It's about : here's a t opic. what ever might be im portant t o your community. and here"s what we've lea rned. What ca n you do w ith those r esult s? Can you get companies t o invest in your project? Dat a science will be the future. If you"re good at it. and passionat e about it. you w ill be able t o effect real change." Putna m said . Bjorn Melin "20 agreed. Like Put nam. he double-majored. sp litting his tim e at Augsburg pretty evenly in the mathematics and comput er science departm ents. Today. he"s a data engineer w ith 3M. "I t ook the dat a v isualization class. and a big f ocus of it was on the ethics behind it. It's someth ing rve t alked about w ith all my t eammat es in every prof essional setting I've had.... If som eone doesn"t understand t he ethical implications behind this. ther e can be serio us repercussions. That's another reason t o support the m ajor. getting people out t here w ho can com e in w ith a solid baseline of know ing how t o be safe and ethica l." he said. "I was so excit ed w hen I f ound out they got this m ajo r launched." M elin said. "'I'm hopeful for them t o be able t o t each the curriculum they've w ant ed t o. and what I'm really excit ed fo r is the •official" m erger bet ween comput er science and t he m ath departm ent. It's exact ly w hat I w ish I could have taken back w hen I was ther e." To lea rn m ore about Augsburg"s dat a science major. visit augsburg.edu/mscs. Top image:John Zobitz teaches his data science class. (Phot o by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twiner ] [ In Memoriam, Winter 2022- 23 An educator and catal~t for changg YOU MIGHT ALSO LIKE Renovated athletics f acil it ies An educator and cata lY.St for Meeting the n eeds d edi cated to beloved Auggies c ha ng~ - on March 15, 2023 - on Morch 15, 2023 - on March 15, 2023 CONNECT WITH US El I] Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE IN MEMORIAM, WINTER 2022-23 by/Johnson March 15, 2023 • Auggies Connect. In Memoriam Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] GREAT RETURNS AD 1940s Raymond C. Anderson '49, Minneapolis, age 96. on Sept em ber 18. 2022. 1950s Garfield Q. Hoversten 'SO, Ed ina, Minnesota, age 96. on January 22. 2023. Vincent W. Hoversten 'SO. San Rafael. Calif ornia, age 94. on Novem ber 23, 2022. Ellen M. (Stenberg) Erickson '51 , Blaine, Minnesota, age 94, on July 28, 2022. Robert D. Oudal '51 , Oro noco. Minnesota, age 93, on October 13. 2022. Eleanor M. (Baker) Dahle '53, Cathlam et, Washington, age 91 , in December 2022. Norman F.Johnson '53, Bloomington. Minnesota, age 91. on Oct ober 11, 2022. Leland E. Evenson '54, M onticello, Minnesota, on December 2, 2022. Sign up for Email Newsletter Alan Mathiason '54, St. Pa ul, Minnesota, age 92. on July 16, 2022. Arvin H. Halvorson '55, St. Paul. Minnesot a, age 91, on July 24, 2022. Submit Your Alumni News Norman E. Anderson '56, M aple Grove, Minnesot a. age 89, on October 8, 2022. Robert D. Norby '56, Naples, Flo rida, age 90, o n Sept ember 5, 2022. CONNECT WITH US Philip W. Heide '58, Rosemount. Minnesota, age 86, on October 30, 2022. El I] June A. (Aaskov) Griffin '59, Falmouth, Maine. age 87, o n August 4, 2022. Delores M. Grupp Christianson '59. Mahom et, Il linois. age 86, on October 30. 2022. Luther E. Romo '59. Braham, Minnesota, age 85, on October 1, 2022. 1960s Donald A. Anderson '60, Nisswa, Minnesota, age 88. on August 12, 2022. Jon R. Ellefson '60. Rosemount, Minnesota, age 87. on November 18. 2022. Marjorie A. (Moland) Flom '60, age 84, o n November 22, 2022. Lawrence E. Gallagher '61 , Crystal, Minnesot a. age 82, o n November 6, 2022. Leroy C. Holmes '61 . Forest Lake, Minnesot a, age 88, o n November 5, 2022. Paul R. Grover '62. Belvidere, Illino is, age 83, on December 14, 2022. William O. Cowan '63, Dassel, Minnesot a. age 84, on June 6. 2022. Charlotte A. (Gerdeen) Fruehauf '64, Maple Grove, Minnesota, age 80. on Sept ember 4, 2022. William F. Strom '64, Hast ings. Minnesot a. age 82, on July 19. 2022. Paul E. Larson '65, Bloomington, Minnesot a, age 79, o n October 3, 2022. Sylvia M. (Johnson) Strand '65, Sta nchfield, Minnesota, age 79. on Oct ober 22, 2022. Gary Viken '65, Mound, Minnesota, o n August 17. 2022. Russell H. Johns '66, M elbourne, Florida, age 84, on December 22, 2022 Martha E. (Weimer) Keaton '66. La Cr osse, Wisconsin, age 78, on July 21 , 2022. John K. Meland '66, age 78, o n December 13, 2022. Myrtis M. Ska rich '68, St. Paul, Minnesot a. age 76, o n July 24, 2022. Patricia Piepenburg '69, Grov e City. Minnesota, age 75, on February 9, 2023. 1970s Kenneth G. Casperson 70, Buffalo. Minnesota, age 78, on December 16, 2022. Rosalee D. (Lyng) Vind '71 , age 73. on Oct ober 13, 2022. Alice M. Johnson '72, Minneapolis, age 72, o n Sept ember 7, 2022. Lee S. Lind '72, Rosemo unt. Minnesota, age 72, on Nov ember 28, 2022. Julianne M. (Carlson) Pederson '73, age 71, Stillwat er, Minnesota, on Janua ry 3, 2023. Laura H. Sutton '77, Hudson, Wisconsin, age 79. on July 10, 2022. Mary K. (Hill) Walker 77, Northfield. Minnesot a. age 67, on July 16. 2022. 1980s Gayle J. (Taylor) Stiller '81 , Longmont, Colorado, age 64, o n July 24, 2022. Dawn C. (Jared) Robinson '85, Rockford, Minnesota, age 60. on Oct ober 19, 2022. Nicole F. Hertzberg '86, St. Paul. Minnesota, age 61, on October 11, 2022. Mark P. Limburg '89, St. Paul, Minnesota, age 59, o n November 15. 2022. 1990s Peter T. Vedell '90. Rochest er, Minnesota, age 54. on November 25, 2022. Kerry V. Owen '91 , Waldpo rt. Oregon, age 54. on December 24. 2022. Terence J. Acers '92, Stillwat er, Minnesot a. age 53, on Nov ember 14, 2022. Beryl J. Deskin '95 MA, Minneapolis, age 76, o n November 7, 2022. Harry W. Lockrem '97, Roseville, Minnesot a, age 73, o n December 3, 2022. 2000s James R. Erickson '00, Andover. Minnesota, age 55, on November 9. 2022. Glen D. Meyer ·os, Byron, Minnesota, age 67, o n December 8, 2022. Thomas M. Driscoll '07 MBA. Rosemount, Minnesota, age 50, o n Sept em ber 22. 2022. 2010s Linda K. (Simmons) Berglund '22. Shoreview, Minnesot a, age 68, o n January 1, 2023. 2020s Alexander C. Baker'26, Lakeville, Minnesot a. age 18, o n January 14, 2023. Donors, Faculty, Staff, and Board of Regents Sylvia A. Sabo, Minneapolis, age 85, o n October 26, 2022. Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Meeting the needs Creating connections YOU MIGHT ALSO LIKE W hat's Y.OUr favorite SJlOt on Alu m ni Class Notes, Winte r camP. us? 2022-23 • on March 15, 2023 · on March 15, 2023 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accredit ation News and Media Make a Gift Campus Tour Consumer Disdosures Employment Administrator Log in Contact Augsburg Co ri ht © 2023 Au sbur Universi Minnea lis MN 612-330-1000 The Augsburg University webs~e uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. By browsing our site with cookies enabled, you are agreei Augsburg's privacy policy for more details. 0 BACK TO TOP Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE MEETING THE NEEDS Auggies work to serve Twin Cit ies residents wit hout homes by CharlK Hol ey March 15, 2023 • Featured Stories Share this: [ f GREAT RETURNS AD Facebook ] [ "JI Twiner ] [ <p Pinterest ] [ in Linkedln ] [ a Email ] In separate efforts to help unhoused people in Minneapolis, two members of the Augsburg community take a similar approach. They ask a simple questio n: "What do you need?" Then, they w ork to provide services based o n people's self-id ent ified necessities. "It's about meeting people where they're at." said Katie Clark '10 MAN. '14 DNP, associate professor of nursing and execut ive d irector of Augsburg Health Commons. which provid es free supplies and nurse consultations to anyone in need. Many peop le who access these Katie Clark, associate professor of nursing and executive d ir ector services are unhoused o r exper iencing housing insecurity. "Oftentimes. health ca re providers are not trusted by people living on the st reet who feel like they mig ht be st ereotyped or j udged when they enter a facility." Clark sa id . ·w e need to ask people what their experiences are, what they deem necessary, and why t hey aren't able to of Augsburg Health Commons (Photo by Courtney Perry! get what they need: Emily Bastian '07 MSW w orks wit h a similar philosophy- she led the creation of an entire homeless shelter based on asking people about their specific needs. Aviva Village, wh ich opened in December 2020, has received widespr ead attention because of its unique concept. Sign up for Email Newsletter Bastian. who is t he nonprofit Aviva's vice president of ending homelessness. said she and her Submit Your Alumni News tea m w ent to an encampment in a Minneapolis par k. "We asked them. what would it take for them to come indoors? And many of the things that they sa id are things t hat w e are able to put into practice at Avivo Village." CONNECT WITH US Emi ly Bastian '07 MSW (Courtesy photo! Creating a shelter Unlike most traditional ho meless shelt ers, Avivo Village lets residents come and go as t hey please. Resid ents are not separated by gender; they ca n have pets. and they can drink legally. All these th ings are allow ed in response to Bastian's conversatio ns with people living outdoors. ·we want people to know that we care about them and that we're not shaming them for the choices that they're maki ng. because t hey are t he ones living their life, not us: Bastian said . Avivo Village is made up of 100 tiny homes meant to be The Avivo Village team (Courtesy photo) tempora ry housing as residents w ork to find a mor e permanent place to live. So fa r, mo re than 11 O people have successfully moved on from Avivo Village into perma nent housing. In additio n to temporary shelter. Aviva provides tho rough case ma nagement to help people find housing. This includes services aimed at addressing some of t he root causes of homelessness. Avivo offers transitional recovery housing, which houses people who are enrolled in the organization's chemical dependency treatment program . Avivo also provides mental health services. ·case management supports people through all the bumps in the road as t hey're lea rning to be a rent er o r as they're ......-.,,.~-- exper iencing some other trauma or barriers," Bastian said, "because we truly, truly. truly believ e that everyone deserves Avivo workers visit an encampm ent. (Courtesy photo) housing and everyone is housable: A range of services While Hea lt h Commons does not provide housing. it offers ma ny services to support unhoused people. Like Bastian. Clark wor ks to create a place wher e people feel accepted and safe wh ile asking for help. Sometimes. people simply ha ng out at the Hea lth Commo ns locatio n in downtown Minnea polis' Cent ral Lutheran Church. "If you're experiencing ho melessness. oftentimes you can't go places and hang out without showing proof of why you need to be ther e or without being harassed," Clark said. •so. sometimes peop le need a place where they can j ust sit down. take their shoes off. and be part of what's happening."[/vc_column_text ][/vc_column][/vc_row) a saf e space to Graduate nursing student Claudia Heal:h Commo ns is Heal t h Commons v i sitors pick up Rubio-Mendoz.a d istributes d iapers at m eet and sp end t im e wi t h frien ds . donated item s . {Photo by Courtney H eal th Commons. (Photo by Courtney (Photo by Cou rtney Perry) Perry) Perry) The free supplies offered at Hea lth Commo ns include socks, hygiene products. and d iapers. Visito rs can meet with Augsburg nursing students for basic healt h services such as having their blood pressure checked o r asking questio ns about medical condit io ns. "We're not providing clinical care or d iagnosing. but more just bridging t he gap bet ween meeting peop le where they are and connecting them with services if they d eem it necessa ry." Clar k said . A place to learn Health Commo ns is not o nly a place where people ca n go to learn about health ca re-it's also a place where any Augsburg student can learn about serving a wide range of needs. including the needs of unhoused people. More t han 1.600 students have volunteered at Health Com mons in the 30 y ears that it's been o pen. "Health care providers often begin to have biases o r might act ually stereotype people who are unhoused. So, Healt h Commons is r eally a first step for nursing. physician assistant, or other students to unpack those moments and cha llenge biases: Clark said . "The complexities of peoples' circumst ances are better understood as students bu ild relationships with people living on the st reet s," she said. "And it's facult y-led. Students say having those real-life experiences has been v ery meaningful, especially when t hey see faculty model it as well." Amy Nelson, assistan t pr ofessor of nursing, helps a Healt h Commons visitor with a hand inj ury. {Photo by Clark encourages students to pract ice compassio n in all their interactions with people who visit Health Commons. She has ev en talked with some Courtney Perry! student vo lunteers who have experienced ho melessness t hemselves. "They often share t hat they fi nd value in the approaches here, that shared community." she said . As a former Augsburg student. Bastian sa id her educatio n in the university's social w ork program informs the w or k that she does today. "(One) thing that Augsburg really d rilled into my head, and the master's of social w ork program very much so. is the conversation around privilege, t he willingness to do that to ugh w ork personally to recognize what my own privileges are, how that impacts how I see the world and how the w orld sees me, and in tur n my responsibil ity based on that." she sa id . Katherine Martin, assistan t professor of nursing (left), and Ph ysician's Assistan t Program Director Vanessa Bester {m iddle) help visitors with foot care at Healt h Commons. {Photo by Courtney Perry) Getting involved Both Clar k and Bastian shared w ays that people ca n get involved in serving t he Twin Cities' unhoused population. Anyone is w elcome to volunteer at the Health Commons Cent ral Lut heran Church locatio n. but prio rit y is given to Augsburg students. Vo lunteers can sign up o n the Health Commons w ebsite. Health Commo ns also takes mo neta ry d onations on line. To do nate supplies. contact Clark at clarkk@fillgsburg.edu. Information about volunteering wit h o r donating to Avivo ca n be found on the organization's w ebsite. "If people don't feel comfortable or don't know what to do, donating is a good w ay to st art " Bast ian said. •1 w ould also say that volunteer ing somewhere you can have interact ions that feel at a safe level for what yo u're ready for is also a great w ay to get involved and to help." Top image: Katie Clark and graduate nursing student Claudio Rubio-Mendoza help Health Commons visitors p ick out free items that th ey need. (Photo by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twitter ] [ Au~burg leads with direct admissions In Memoriam, Winter 2022- 23 YOU MIGHT ALSO LIKE Re novated ath letics f acil ities An educat or an d catalY.St for Creat ing co nnect io n s d ed ica ted to be loved Auggies c ha ng~ - on March 15, 2023 - on March 15, 2023 - on Morch 15, 2023 El I] Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE AUGSBURG LEADS WITH DIRECT ADMISSIONS by Farrisr March 15, 2023 Share this: [ f • Around the Quad Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln ] [ i.'!i Email ] GREAT RETURNS AD Augsburg's w ork at the forefront of a movement to tr ansfo rm college admissions has ga rnered national media attention . l ast fall, the un iversity moved to a "direct admissions" approach fo r undergraduate enrollment. In this mod el, known as Augsburg Applies to You, students who meet a certain GPA thresho ld are automatica lly offered admission. Most students can complete the streamlined application fo rm in less than 10 minutes. Ninety-nine percent of students offer ed d irect admissio n w ould The admissions office at Augsburg University {Photo by have been admitted under Augsburg's previous criteria. Now, Courtney Perry) they ca n move through t he process faster and take advantage of d eeper pre-enrollment connectio ns. Why flip the scr ipt? A simpler process benefits both st udents and staff. Under d irect admissions, the traditiona l roles of applicant and gatekeeper are intentionally reversed to change the power dynamics in enrollment ma nagement. In an interview with Inside Higher Ed, Robert Gould, vice presid ent for st rategic enro llment management sa id t hat direct ad missions is "a d ream come t rue• for admissions staff, whose attention has shifted from reviewing paperwork to connecting with students about Augsburg and what they hope to accomplish. "Those are the discussio ns that motivated many of them to become admissions counselors'' in the first place, he said . Sign up for Email Newsletter Drawn by its promise to reduce barriers and promote equit y, many colleges and universities are beginning to explo re direct ad missions through pilot programs. Augsburg is participating in tw o such pilots through the Commo n Submit Your Alumni News Application and the state of Minnesota. But as reported by Inside Higher Ed, Augsburg's own streamlined application shows that the university "isn't w aiting" on pilot progra ms to fully embrace the new model. In Nov ember, the Wall Street Journal noted t hat Augsburg's mov e CONNECT WITH US toward a radically simpler process contrasts with ot her inst itutions whose more complex applications may undercut El I] the goal of d irect admissions. Augsburg's enrollment management divisio n has been wo rking to reduce barriers for sev era l y ears. Recent changes to simplify the applicat io n- including test-free admissio ns, sho rt-answ er essays, and o ptional letters of recommendation- hav e accompanied Augsburg's largest and most d iver se fi rst-year classes in history. Top image: Augsburg students on campus (Photo by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twin er ] [ Au~burg named top_P.roducer of Fulbright Scholars Meeting the needs YOU MIGHT ALSO LIKE Notes from President Augsburg alumna lands t OP- Uncovering t he exP-eriences of Pribbenow: On 'leaning in' role at MPR News Hmong entreP-reneurs - on March 15, 2023 - on March 15, 2023 - on March 15, 2023 Ill AuGSBURG UNIVERSITY PREVIOUS ISSU ES HOME ABOUT CONTACT US CURRENT ISSUE AUGSBURG NAMED TOP PRODUCER OF FULBRIGHT SCHOLARS by CharlK Hal ey March 15, 2023 • Around the Quad Share this: [ f Facebook ] [ "JI Twitter ] [ <p Pinterest ] [ in Linkedln GREAT RETURNS AD ] [ i.'!i Email ] Augsburg University has aga in been named a Fulbright Top-Producing Inst itution fo r U.S. Scholars. This designation w as announced by the U.S. Department of St at e's Bureau of Educational and Cultural Affairs o n February 10. It recognizes the colleges and universities that had the hig hest number of applica nt s select ed for the 2022-23 Fu lbright U.S. Scholar Program. Each y ear, this elit e program select s approximat ely 900 facult y members or administrat ors fro m across the country t o lecture. conduct research, or pursu e short - o r long-t erm professio nal proj ects abroad. In the 2022- 23 academic year. Augsburg faculty members George Oierberger, Thomas '72 and Karen How e endow ed professor for ent repreneurship, and Joseph Erickson, professor of education, w ere named Fu lbright Scho lars. Dierberger's Fulbright took h im t o Letterkenny, Ireland, while Erickson is spend ing the spring in Lj ubljana. Slovenia. "The fact that w e hav e so many Augsburg professors w ho hav e been select ed t o participat e in t he program speaks t o the q uality of our faculty and the support of the ad minist ration," said Dier berger, who serves as one of Augsburg's faculty liaisons for Fulbright Scholars. Augsburg has also been named a toR,.i;iroducer of Fulbright students am ong U.S master's institut ions, w ith three student s receiving scholarships t o t each English abroad in 2021-22. Sign up for Email Newsletter "It is such a great achievement bot h faculty and student Fulbright awards, and it should be celebrat ed," sa id John Zobitz, professor of mathematics and dat a science. Zobit z serves as Augsburg's other faculty liaison for Fu lbright Scholars and w as a Fu lbright Scho lar him self in 2021. Submit Your Alumni News The Fulbright Program has been a cornerstone of int ernational education and cultural exchange for the Unit ed St at es since 1946. The purpose of the program is t o inspire, innovat e. and contribut e to fi nding solutions for commun it ies CONNECT WITH US and the w orld . El I] Top image: The Quad at Augsburg's campus (photo by Courtney Perry) Share this: [ Tags: f Facebook ] [ "JI Twin e, ] [ Augsburg leads wi th direct admissions YOU MIGHT ALSO LIKE Notes from Pr esid ent Augsb u rg alu mna lan d s to12 Uncovering t h e ex12erien ces o f Pribbe now: On 'lean ing in' role at M PR New s Hmon g entr e12ren eurs - on Morch 15, 2023 - on March 15, 2023 - on March 15, 2023 Undergraduate Admissions Majors and Programs About Augsburg Inside Augsburg Adult Undergraduate Admissions Course Catalog Campus Map A-Z Directory Graduate Admissions Accreditation News and Media Make a Gift Campus Tour Consumer Disclosures Employment Administrator Log in Contact Augsburg Co ri ht© 2023 Au sbur Universi Minnea lis MN 612-330-1000 The Augsburg University webs~e uses cookies to make your browsing experience as useful as possible. In order to have the full site experience, keep cookies enabled on your web browser. 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Title: Augsburg University Course Descriptions, 2021-2022
Collection: Course Catalogs
Search Result: Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021) ACA – Academic Advising ACA100 First Year Transition 1 Semester Credits This class supports students making the transition from high school to the university. It will explore topics such as campus resources, time management...
Show more Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021) ACA – Academic Advising ACA100 First Year Transition 1 Semester Credits This class supports students making the transition from high school to the university. It will explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers students to effectively navigate the university experience and to develop the confidence and tools to be successful. Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) ACC - Accounting ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to accounting principles and methods for external financial reporting. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable* ACC222 Introduction to Managerial Accounting 4 Semester Credits Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business) ACC250 Accounting for Entrepreneurs 4 Semester Credits This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner, giving them the practical knowledge they would need to understand the financial aspects of their business, including a basic use of the accounting software QuickBooks. Core Curriculum Component: None Prerequisite(s): None ACC322 1 Intermediate Accounting I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC323 Intermediate Accounting II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322(C- minimum grade in ACC322) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making. Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I), MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance), MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics), MKT252(Principles of Marketing) ACC326 Individual Tax Accounting 4 Semester Credits The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the preparation of individual income tax form 1040, related schedules and tax preparer ethics. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC423 Auditing 4 Semester Credits 2 Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management) ACC495 Topics 4 Semester Credits This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting. Core Curriculum Component: None Prerequisite(s): ACC322(Intermediate Accounting I) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS – American Indian Studies AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS193 Topics Workshop: Well-Being and Success in the University 2 Semester Credits 3 This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop once for credit. Core Curriculum Component: None Prerequisite(s): None AIS202 Indigenous Forms of Cultural Expression 4 Semester Credits This course honors Indigenous contemporary cultural forms of expression including theater, film, new media, storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore how Indigenous culture shapes and is shaped by contemporary cultural contexts. Core Curriculum Component: Humanities Prerequisite(s): None AIS205 Contemporary American Indian Issues 4 Semester Credits This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines cultural and political experience, and the complex relationship between Native peoples and the United States. Core Curriculum Component: Humanities Prerequisite(s): None AIS208 Native American/First Nations Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: Humanities Prerequisite(s): None AIS264 American Indians in the Cinema 4 Semester Credits This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this. Core Curriculum Component: Humanities Prerequisite(s): None AIS295 Topics 4 4 Semester Credits This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice; sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and other such focuses. Topics offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS302 Indigenous Expressive Forms 4 Semester Credits This course explores the multiple ways that Native people develop expressions of art, music and literacy in contemporary contexts. The course examines multiple production modalities, the use of technology, and the expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of creative activity, focusing on a theme, a medium of expression, or a particular community. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS304 Engaging Native Communities 4 Semester Credits Engaging with Native Communities explores the Native communities and organizations of this area, their history and origins as well as the challenges and contributions they make. Our seminar style course combines student research with community-based learning. Your work informs our classroom discussions and research while also giving back to the community in valuable and reciprocal ways. Core Curriculum Component: Augsburg Experience Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues) AIS305 Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: Augsburg Experience 5 Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. Core Curriculum Component: None Prerequisite(s): None AIS380 Decolonizing Practices: Reading, Writing, Research 4 Semester Credits This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We will explore what it means to read, write and research with an Indigenous perspective. While so much research exists that is driven and conducted from White/European and male lenses, our studies and work will emerge from engagement with Indigenous scholars, theories and approaches. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS393 Topics Workshop: Well-Being and Success After University 2 Semester Credits This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your future. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 6 AIS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS405 Indigenous Activism and Resistance in the Americas 4 Semester Credits This course explores ongoing and current forms of activism and resistance across North and South America that are directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization. Core Curriculum Component: Keystone Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues), AIS305(Indigenous Issues of Central America) AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None 7 ANT – Anthropology ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART – Art and Design ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART103 Special Topics 8 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting. Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts 9 Prerequisite(s): None ART124 Graphic Design Production: InDesign 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts. This course explores the process of creating and managing multiple page layouts with variable page content. Core Curriculum Component: None Prerequisite(s): None ART125 Graphic Design Production: Illustrator 1 Semester Credits This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos, advertisements, or other graphic documents. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART126 Graphic Design Production: Photoshop 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative visual effects. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART127 Graphic Design Production: HTML/CSS 1 Semester Credits This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles of Web Design including usability and the tools to accomplish this including HTML5 and CSS3. Core Curriculum Component: None Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom 10 printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Core Curriculum Component: Fine Arts Prerequisite(s): None ART133 Introduction to Digital Photography 4 Semester Credits This course introduces students to the conceptual and practical principles of digital photography. Fundamental terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital cameras, software, scanners, and printers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART201 Introduction to Graphic Design 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this course. Core Curriculum Component: Fine Arts Prerequisite(s): None ART202 Typography 11 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design Production: Illustrator) *concurrent registration is acceptable* ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) ART211 Art of Resistance 4 Semester Credits Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally, philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in various experiential learning environments in Palestine, this course will examine the arts as creative expression of the human imagination through activities such as creation, historical study, and critical analysis. Core Curriculum Component: Fine Arts, Augsburg Experience Prerequisite(s): None ART215 Introduction to Web Design 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART220 Screen Printing I 4 Semester Credits Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential tool in influencing cultural change and contributing to new societal ideas. Core Curriculum Component: None Prerequisite(s): None 12 ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART226 Artist Workshop 1 Semester Credits This course offers students the opportunity to work with a professional artist or designer. Students participate in workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a professional studio atmosphere. Course is repeatable. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART231 Pre-Columbian, Colonial, and Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press-Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts 13 Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures, discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural studies. Emphasis is on both skill and individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 14 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART299 15 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Mid-Program Portfolio Review 2 Semester Credits exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Graphic Systems 4 Semester Credits Graphic Systems explores design concepts and production for interactive experiences as seen through publications (screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and practice through research and projects. Time in concerned with the rational progression of a story, but also informs the sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size of an image on a page, printed, or electronic. Core Curriculum Component: None Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography) ART322 Plein Air Sketching II 4 Semester Credits 16 Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART324 Design Studio I 4 Semester Credits As part of the design agency, students will become familiar with working on real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design), ART202(Typography) ART326 Design Studio II 4 Semester Credits As part of the design agency, students will become competent in the skills necessary to execute real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I) ART332 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Advanced Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): ART133(Introduction to Digital Photography) 17 ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART347 Advanced Drawing 4 Semester Credits Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on the development of subject matter, themed series, individual style, and original expression. Concentration on developing visual conceptualization and visual, written and oral communication skills. Core Curriculum Component: None Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing) ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 18 ART355 Advanced Painting 4 Semester Credits Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on the development of subject matter, themed series, individual style, and original expression. Concentration on developing visual conceptualization and visual, written and oral communication skills. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 19 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None ART390 Native American Art 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. 20 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition/Project and Review 4 Semester Credits This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis project and review. Majors learn professional practices and writing for the arts, produce themed original creative production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in critical dialogue, participate in formal faculty review and reflect on vocation. Core Curriculum Component: Keystone Prerequisite(s): ART305(Junior Exhibition and Review) ART424 Advanced Design Studio III 4 Semester Credits As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the components of managing creative projects. Students will extend their learning beyond the classroom and work with 21 community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal interests and abilities, editing and refining the range and quality of portfolio work. Core Curriculum Component: Augsburg Experience Prerequisite(s): ART315(Web Design II), ART326(Design Studio II) ART425 Advanced Design Studio IV 4 Semester Credits As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as competencies of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: Keystone Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable* ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL – American Sign Language ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 22 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG – Augsburg Seminar AUG101 Augsburg Seminar 1 Semester Credits A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) AUGEX – Augsburg Experience AUGEX1 Augsburg Experience - Non-credit International Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad) AUGEX2 Augsburg Experience - Faculty/Student Research 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research) AUGEX3 Augsburg Experience - Non-credit Internship 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship) AUGEX4 23 Augsburg Experience - Work Connections 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections) AUGEX5 Augsburg Experience - Special Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion) BIO - Biology BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent registration in BIO102L is required. (Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits Three hour lab taken concurrently with BIO102. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I), MUS113(Music Theory and Aural Skills I) BIO103L Human Anatomy and Physiology Lab 0 Semester Credits Three hour lab taken concurrently with BIO103. 24 Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Three hour lab taken concurrently with BIO121. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. 25 Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 1 Semester Credits Three hour lab taken concurrently with BIO151. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) BIO152L Evolution Ecology and Diversity Lab 1 Semester Credits Four hour lab taken concurrently with BIO152. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO253 26 Introductory Cellular Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L is required. Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II) BIO253L Introductory Cellular Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO253. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required* BIO255 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO255L Genetics Lab 1 Semester Credits Four hour lab taken concurrently with BIO255. Core Curriculum Component: None Prerequisite(s): BIO255(Genetics) *concurrent registration is required* BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study: Research in Biology 4 Semester Credits 27 Core Curriculum Component: None Prerequisite(s): None BIO320 Human Anatomy 4 Semester Credits This course is a systems approach to the study of human body structure including histology and gross anatomy. Students learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some other allied health programs. Concurrent registration in BIO320L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular Biology) BIO320L Human Anatomy Lab 1 Semester Credits Four hour lab taken concurrently with BIO320. Core Curriculum Component: None Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required* BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. Concurrent registration in BIO351L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 1 Semester Credits Four hour lab taken concurrently with BIO351. Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is required. Core Curriculum Component: None 28 Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 1 Semester Credits Four hour lab taken concurrently with BIO353. Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in BIO361L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO361. Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in BIO369L is required. Core Curriculum Component: None Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology) BIO369L Biochemistry Lab 1 Semester Credits Four hour lab taken concurrently with BIO369. Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* 29 BIO370 Biochemistry II 4 Semester Credits Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence. Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part of the course. Core Curriculum Component: None Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry) BIO396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO420 Conservation Biology 4 Semester Credits This course will focus on the scientific foundations of biological conservation. Students will explore major threats to ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of people and nature. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity) 30 BIO425 Freshwater Ecology 4 Semester Credits This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems, including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management. Concurrent enrollment in BIO425L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255L(Completed with C- grade), BIO255L(Completed with L grade); BIO152(Evolution, Ecology and Diversity), BIO255(Genetics) BIO425L Freshwater Ecology Lab 1 Semester Credits Required lab taken concurrently with BIO425 Core Curriculum Component: Augsburg Experience Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required* BIO444 Genomics and Biotechnology 4 Semester Credits An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the insights genomics provides into human health and the domestication of our food crops. The course explores the how and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living. Concurrent registration in BIO444L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I); BIO255(Genetics) BIO444L Genomics and Biotechnology Lab 1 Semester Credits Required lab taken concurrently with BIO444 Core Curriculum Component: None Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required* BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. Concurrent registration in BIO471L is required. Core Curriculum Component: None 31 Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO471. Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Physiology of Humans and Other Animals 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology) BIO473L Physiology of Humans and Other Animals Lab 1 Semester Credits Four hour lab taken concurrently with BIO473. Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in BIO474L is required. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO474L Developmental Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO474. Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 32 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in BIO475L is required. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO475L Neurobiology Lab 1 Semester Credits Four hour lab taken concurrently with BIO475. Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. Concurrent registration in BIO476L is required. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO476L Microbiology Lab 1 Semester Credits Two two-hour labs per week, taken concurrently with BIO476. Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent registration in BIO481L is required. Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO152(Evolution, Ecology and Diversity) BIO481L Ecology Lab 33 1 Semester Credits Four hour lab taken concurrently with BIO481. Some Saturday field trips required. Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO485 Advanced Topics in Biology 2 Semester Credits An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that subject. Check Records and Registration for the topic and title of a given section. This course is repeatable. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. Concurrent registration in BIO486L is required. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics) BIO486L Immunology Lab 1 Semester Credits Four hour lab taken concurrently with BIO486. Core Curriculum Component: None Prerequisite(s): BIO486(Immunology) *concurrent registration is required* BIO488 Special Topics in Biochemistry 2 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None BIO489 Special Topics in Biochemistry 4 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. 34 Core Curriculum Component: None Prerequisite(s): None BIO490 Biology Keystone 2 Semester Credits Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. Open only to senior students majoring in biology. Core Curriculum Component: Keystone Prerequisite(s): 1 of BIO255(Genetics), BIO369(Biochemistry), CHM369(Biochemistry); BIO253(Introductory Cellular Biology) BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BUS – Business Administration BUS199 Internship 4 Semester Credits 35 Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of Microeconomics) BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 36 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*; BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None 37 Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): BUS362(International Business) BUS490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CAP – General Studies CAP001 CAP Seminar 0 Semester Credits Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit status). Core Curriculum Component: None Prerequisite(s): None 38 CCS – Languages and Cross-Cultural Studies CCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None CCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): CCS100(Introduction to Cultural Studies) CCS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CCS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 39 CCS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM – Chemistry CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and 102L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 1 Semester Credits 40 Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and Engineering) *concurrent registration is required* CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General Chemistry I) CHM116L General Chemistry II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM251 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM251L Organic Chemistry I Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable* CHM252 Organic Chemistry II 4 Semester Credits 41 Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab) CHM252L Organic Chemistry II Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable* CHM280 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II) CHM280L Quantitative Analytical Chemistry Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable* CHM295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM362 Physical Chemistry: Macroscopic Theory 4 Semester Credits 42 Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and kinetics. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM368 Physical Chemistry: Microscopic Theory 4 Semester Credits Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics, molecular structure, spectroscopy, and statistical mechanics. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry Department about alternatives to the BIO253 prerequisite. Core Curriculum Component: None Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology) CHM369L Biochemistry Lab 1 Semester Credits Concurrent registration in CHM369 is required. Core Curriculum Component: None Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required* CHM370 Biochemistry II 4 Semester Credits Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence. Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part of the course. Core Curriculum Component: None Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry) 43 CHM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM430 Advanced Thermodynamic and Separation Lab 2 Semester Credits A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM440 Advanced Synthesis Lab 2 Semester Credits A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic chemistry. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM450 Advanced Spectroscopy and Computational Chemistry Lab 2 Semester Credits A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical principles. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None 44 Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM464 Advanced Organic Chemistry 4 Semester Credits Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and surface analysis methods are covered. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) CHM488 Special Topics in Biochemistry 2 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None CHM489 Special Topics in Biochemistry 4 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. 45 Core Curriculum Component: None Prerequisite(s): None CHM491 Chemistry Seminar 0.5 Semester Credits This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM494 Topics 2 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM497 Independent Study/Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) CHM499 Independent Study/Research 46 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) COM – Communication Studies COM100 Journalism Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM101 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM102 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM103 Forensics Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. 47 Core Curriculum Component: None Prerequisite(s): None COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 48 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: Humanities Prerequisite(s): None COM260 Environmental Communication 4 Semester Credits We are bombarded with messages about the natural world every day from many different sources. Environmental communication comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper understanding of our relationship with the world around us. Core Curriculum Component: Humanities Prerequisite(s): None COM280 Introduction to Communication Studies 4 Semester Credits 49 An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM301 Research Methods in Communication Studies 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level) COM310 Family Communication 4 Semester Credits This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build an understanding of how we develop, maintain, enhance, or disturb family relationships through communication processes. Students will learn about theories focusing on the communication patterns and practices that constitute family life. Core Curriculum Component: None Prerequisite(s): None COM321 Business and Professional Speaking 4 Semester Credits Course explores the skills, research and forms of communication common in business and professional careers. Students will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales 50 speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also includes common uses of social media research, organizational communication theory, power and communication structures, and the styles and techniques of effective management/leadership. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking) COM329 Intercultural Communication 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) COM355 51 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM356 Advanced Interpersonal Communication 4 Semester Credits This course explores theories and concepts from Communication Studies related to our understanding of self, other, relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe deeper into theories and concepts introduced in Interpersonal Communication. Core Curriculum Component: None Prerequisite(s): None COM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM405 Nonverbal Communication 4 Semester Credits 52 This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. Core Curriculum Component: None Prerequisite(s): 1 of COM281(Research Methods), COM301(Research Methods in Communication Studies) COM415 Advanced Critical Media Studies 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media) COM480 Public Relations/Promotional Communication 4 Semester Credits Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None 53 Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC – Computer Science CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC165 Introduction to Computer Programming (Python) 4 Semester Credits An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language (Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC 165L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC165L Introduction to Computer Programming (Python) Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required* CSC170 Introduction to Object-Oriented Programming (Java) 4 Semester Credits An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction, inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent registration in CSC 170L is required. Core Curriculum Component: None 54 Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC170L Introduction to Object-Oriented Programming (Java) Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC210 Data Structures 4 Semester Credits Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to Programming) CSC210L Data Structures Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) *concurrent registration is required* CSC240 Information Security and Assurance 4 Semester Credits An introduction to data communication with a focus on essential Information Security and Information Assurance. Experience working with networks, information security and information assurance through practical and real-world scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems, applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management. Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) 55 CSC250 Game Programming on the Web 4 Semester Credits An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)) CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC310 Introduction to Data Science 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of CSC352(Database Management and Design), MIS270(Data Management for Business) CSC320 Algorithms 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures) CSC345 56 Principles of Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures) CSC352 Database Management and Design 4 Semester Credits Structure of database management systems, query facilities, file organization and security, and the development of database systems. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC353 Database Architecture and Design 4 Semester Credits An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms) CSC385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None 57 Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures) CSC395 Topics in Computer Science 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization) CSC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures) CSC443 Software Engineering 4 Semester Credits 58 An introduction to Software Engineering -- the design, development, testing, use, and management of software systems. Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible, and maintainable. Includes semester-long team project. Core Curriculum Component: Keystone Prerequisite(s): CSC320(Algorithms), CSC345(Principles of Computer Organization) CSC450 Programming Languages 4 Semester Credits Principles that govern the design and implementation of programming languages including formal syntax specification, typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL along with using a meta-programming language such as Flex. Core Curriculum Component: None Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC320(Algorithms), CSC345(Principles of Computer Organization) CSC451 Compilers 4 Semester Credits Concepts of the compiling process including computation theory, automata required for language translation, and computing run-time environments, along with the data and control structures necessary to implement a compiler. Includes semester-long project building a complete, functional compiler. Core Curriculum Component: Keystone Prerequisite(s): CSC450(Programming Languages and Compilers I) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC495 Advanced Topics in Computer Science 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization) CSC499 59 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None DAK - Dakota DAK111 Beginning Dakota I 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None DAK112 Beginning Dakota II 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): DAK111(Beginning Dakota I) ECO – Economics ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences 60 Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits 61 Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 62 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III), MAT246(Linear Algebra) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None 63 Prerequisite(s): None ECS – Continuing Education ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS509CE Paideia: Guided Reading for Great Ideas 2 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE Paideia: Advancing Student Learning Through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None 64 ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Onsite Training 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- variable credit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 4 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC cont ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None 65 ECS590CE Topics Grad Edu, General and TPT Cont Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1stand2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS598CE Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS599CE Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC – Education EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC200 Orientation to Education in an Urban Setting 3 Semester Credits 66 Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC201 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits 67 Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC295 Topics in Education 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: None Prerequisite(s): None EDC330 Building the Public Good: Public Achievement and Organizing: Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required* EDC331 Practicum in Public Achievement-Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement setting is required. Core Curriculum Component: None Prerequisite(s): None 68 EDC332 Building the Public Good: Public Achievement and Organizing: Seminar II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required* EDC333 Practicum in Public Achievement-Practicum II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement) EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC410 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: Augsburg Experience 69 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC481 Student Teaching: Initial License (12-14 weeks) 8 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits) EDC482 Student Teaching: Endorsement 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits) EDC483 Student Teaching: Initial License in PE, Music, Art, or ESL 12 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits) EDC484 Student Teaching: Initial License - Extended Experience (16 weeks) 12 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits 70 Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC501 Graduate Pro-Seminar 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC511 Tools of Inquiry 3 Semester Credits This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools employed to inform practice and improve programs. This course is specifically designed to assist educators and community members in how to select appropriate tools and methods for improving practice and for program evaluation. Core Curriculum Component: None Prerequisite(s): None EDC512 Foundations of Curriculum and Instruction 3 Semester Credits In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum, 71 and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group project that focuses on practicing integrated curriculum through a social action curriculum project. Core Curriculum Component: None Prerequisite(s): None EDC514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC521 Teaching Writing: Theory and Practice 4 Semester Credits eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is interested in the study of writing. Core Curriculum Component: None Prerequisite(s): None EDC522 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: None Prerequisite(s): None EDC541 Introduction to Experiential Education 3 Semester Credits 72 An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education curriculum. The course provides theoretical, historical, and practical contexts for experiential education. Core Curriculum Component: None Prerequisite(s): None EDC542 Introduction to Outdoor Education 3 Semester Credits A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education programming into various educational communities. Core Curriculum Component: None Prerequisite(s): None EDC543 Critical Geography, Culture, and EcoJustice Education 3 Semester Credits Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological crisis and its relationship to community and school education. What assumptions about human relationships to the natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it mean to envisage ecological understanding? Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC552 Culturally Responsive Pedagogy 3 Semester Credits This course will guide students to develop a foundational understanding of culturally relevant and responsive pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power, language, and school/social implications of multicultural education. Core Curriculum Component: None Prerequisite(s): None EDC553 73 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC560 Issues in In/Equity 3 Semester Credits This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces. Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture, and society. Core Curriculum Component: None Prerequisite(s): None EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of "who am I as a leader". Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC571 Navigating Change in Education 3 Semester Credits 74 This course explores the situational politics of local schools, organizations, or other work spaces. The course provides historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on exploring various forms of agency and tools for engaging others in collaborative work toward change. Core Curriculum Component: None Prerequisite(s): None EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC585 Navigating the Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC590 Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 75 EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC596 Early Career Teacher Seminar 2 Semester Credits This seminar course is designed to serve as a bridge between a teacher certification program and the first years of teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom community that empowers teachers in our shared struggles and successes to thrive within our profession. This course centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by readings and problems of practice. Core Curriculum Component: None Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks)) EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 76 EDU – Education EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDU499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU599 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EED – Education EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits 77 Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): None EED225 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 78 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED325 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED326 Elementary Reading K-6 Field Experience 1 Semester Credits Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. 79 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED370 K-6 Methods: Social Studies/Thematics 2 Semester Credits 80 Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) EED495 Topics in Education 81 3 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED524 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED550 K-6 Methods: Mathematics 3 Semester Credits 82 Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL – English ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Effective Writing I 4 Semester Credits This course engages students in university writing practices and introduces them to academic genres. Students develop skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While practicing common academic genres such as narrative and exposition, students learn to understand writing as a process that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other students in peer-review sessions. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing II 83 4 Semester Credits Students practice understanding complex arguments in written texts and learn to craft complex written arguments of their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other students in peer-review sessions. Core Curriculum Component: None Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level) ENL112 Advanced Effective Writing 4 Semester Credits Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the University. The minimum passing grade is C-. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None 84 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL221 Intermediate Expository Writing About the Arts 4 Semester Credits A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL227 Journalism 4 Semester Credits An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL228 Broadcast and Online Journalism 4 Semester Credits This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. 85 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None ENL240 Introduction to Literary Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL242 Electronic Literature 4 Semester Credits Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None 86 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL250 American Voices 4 Semester Credits American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL251 Introduction to African American Literature 4 Semester Credits This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL255 American Indian Literature 4 Semester Credits American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL260 Authors 4 Semester Credits A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include "Shakespeare on Page, Stage, and Screen," "Tolkien’s Life, Times, and Works," "The Cinema of Orson Welles,", "Mark Twain in the 20th Century," and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities 87 Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL270 Themes 4 Semester Credits This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include "The Heroic Journey," "Literature and Landscape," "Utopian Visions," and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL280 Genres 4 Semester Credits Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include "History of Mystery Fiction," "The Short Story," "Sports and Literature," "Victorian Thrillers," "The Musical on Stage and Screen," and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL290 Explorations in Language and Theory 4 Semester Credits An introductory course in applied literary or language theory. Course subjects may include "Cinema and Sexuality," "Strategies in Reading the Novel," "Challenging the Gaze," "Language and Society," and others. Check the departmental web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Fiction One 88 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL321 Fiction Two 4 Semester Credits A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. Core Curriculum Component: None Prerequisite(s): ENL320(Fiction One) ENL322 Poetry One 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL323 Poetry Two 4 Semester Credits In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. Core Curriculum Component: None Prerequisite(s): ENL322(Poetry One) ENL324 Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 89 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL327 Advanced Reporting 4 Semester Credits This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. Core Curriculum Component: None Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) ENL329 Screenwriting II 4 Semester Credits In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to gain a better understanding of the aesthetics, craft, and form of screenwriting. Core Curriculum Component: None Prerequisite(s): ENL229(Screenwriting) ENL330 Shakespeare 4 Semester Credits 90 Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL332 British Literature: Renaissance and Reformation 4 Semester Credits A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include "the enchantment of evil"; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL333 British and American Literature of the 17th and 18th Centuries: Strange Shores 4 Semester Credits British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) 91 ENL336 Age of Victoria 4 Semester Credits If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL338 British and Commonwealth Drama 4 Semester Credits A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include "Mysteries and Moralities," "London Onstage," "The Empire Strikes Back," and "What Is My Nation?" Readings range from the Middle Ages to the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None 92 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL350 Readings in African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL351 19th Century American Literature 4 Semester Credits Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL352 American Literature from 1900 to 1945 4 Semester Credits Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL353 American Literature from 1945 4 Semester Credits 93 Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL358 Readings in American Drama 4 Semester Credits A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) 94 ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL362 Renaissance to Modern Literature 4 Semester Credits Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Post Colonial Fiction 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Core Curriculum Component: None 95 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL367 Women and Fiction 4 Semester Credits The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL368 Readings in World Dramas 4 Semester Credits A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include "Classical Theaters," "Spanish and Latin American Drama from the Renaissance to the Present," "Social Issues in Contemporary World Drama." Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL370 Environmentalism and the Arts: Building a Sustainable Humanities 4 Semester Credits This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not only suggests that art and literature have something to say about environmental sustainability, but also that cultural and artistic expressions are themselves something that need to be sustained. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections) ENL371 History of Cinema 4 Semester Credits 96 A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL385 Language and Power 4 Semester Credits Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL394 Teaching Writing: Theory and Practice 4 Semester Credits This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to teach writing and/or who is interested in the study of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), 97 ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL395 Topics 4 Semester Credits Individual courses designed to investigate specific themes, movements, authors, or works. Core Curriculum Component: None Prerequisite(s): None ENL396 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL410 Advanced Studies in Literature 4 Semester Credits Potential course subjects include "The Beats," "American Indian Writers Speak," "The Unteachable Novel," "Studies in the American Romance," "Black and White and Red All Over: Film Noir, Communism, and Race," and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. 98 Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL420 Advanced Studies in Writing 4 Semester Credits The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I) ENL427 Advanced Studies in Media , Ethics, and Theory 4 Semester Credits This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting) ENL430 Advanced Studies in Theory and Method 4 Semester Credits Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include "Is There a Gay Literature?" "Realism Reconsidered," "Cognition, Meaning and Interpretation," "Eco-criticism and the Nature of Reading," "Readings in Theory," and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone 99 Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): None ENL527 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None Prerequisite(s): None ENL528 Publishing II 100 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL531 Residency in Creative Writing: Fiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL532 Residency in Creative Writing: Nonfiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL533 Residency in Creative Writing: Poetry 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL534 Residency in Creative Writing: Screenwriting 6 Semester Credits 101 A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL535 Residency in Creative Writing: Playwriting 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL536 Residency in Creative Writing: Multi-Genre 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL541 Mentorship and Critical and Creative Reading: Fiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL542 102 Mentorship and Critical and Creative Reading: Nonfiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL543 Mentorship and Critical and Creative Reading: Poetry 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL544 Mentorship and Critical and Creative Reading: Screenwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL545 Mentorship and Critical and Creative Reading: Playwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None 103 Prerequisite(s): None ENL546 Mentorship and Critical and Creative Reading: Multi-Genre 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL547 Craft Paper: Fiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL548 Craft Paper: Nonfiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL549 Craft Paper: Poetry 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL550 Craft Paper: Screenwriting 2 Semester Credits 104 Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL551 Craft Paper: Playwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL552 Craft Paper: Multi-Genre 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL553 Thesis: Fiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required* ENL554 Thesis: Nonfiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. 105 Core Curriculum Component: None Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required* ENL555 Thesis: Poetry 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required* ENL556 Thesis: Screenwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required* ENL557 Thesis: Playwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required* ENL558 Thesis: Multi-Genre 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book 106 of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required* ENL559 Thesis 3 Semester Credits Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis: Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre) ENL560 Craft Paper 3 Semester Credits In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and can later be used as the basis for the craft talk that graduating students must deliver during their final residency. Core Curriculum Component: None Prerequisite(s): None ENL561 Mentorship and Critical and Creative Reading - Half-time: Fiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by 107 writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL563 Mentorship and Critical and Creative Reading - Half-time: Poetry 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL565 Mentorship and Critical and Creative Reading - Half-time: Playwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre 3 Semester Credits 108 Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENT – Entrepreneurial Studies ENT254 Entrepreneurship 4 Semester Credits This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing organization. Part of the class consists of developing a business plan with attention to the resources needed for success and fostering a culture of innovation in the long run. Core Curriculum Component: None Prerequisite(s): None ENT354 Managing Innovation and Design Thinking 4 Semester Credits Innovation and creativity are critical components to the long-term success of organizations. The course will focus on learning to integrate innovation models and design thinking into business that will drive continuous development and improvement. Core Curriculum Component: None Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs), BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship) ENV – Environmental Studies ENV100 Environmental Connections 4 Semester Credits An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV295 109 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV301 Environmental Studies Seminar 0.5 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV310 Environmental Studies Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand environmental issues in the United States or various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change) ENV320 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Concurrent registration in ENV320L is required. Core Curriculum Component: None Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity) ENV320L Environmental Science Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required* ENV330 Topics in Environmental Studies 4 Semester Credits Exploration and analysis of various environmental topics. Core Curriculum Component: None Prerequisite(s): None 110 ENV340 Climate and Environmental Justice 4 Semester Credits In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and extreme social marginalization of indigenous peoples and poor peoples of color. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV350 Ecology and Socio-Ecological Systems Change 4 Semester Credits This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those involving people, cultures, politics, and economy in a comprehensive, integral framework. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV360 Field Research Methods and Investigation 4 Semester Credits The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and improve human decision-making in socio-ecological systems. This course is designed to help students develop the capacity for constant and consistent ecological thinking. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV370 Environmentalism and the Arts: Building a Sustainable Humanities 4 Semester Credits This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not only suggests that art and literature have something to say about environmental sustainability, but also that cultural and artistic expressions are themselves something that need to be sustained. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections) ENV396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV397 111 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV420 Conservation Biology 4 Semester Credits This course will focus on the scientific foundations of biological conservation. Students will explore major threats to ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of people and nature. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity) ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. 112 Core Curriculum Component: Keystone Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE – Education ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 113 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE325 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 114 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. 115 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 116 ESE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. 117 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESL – Education ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) 118 ESL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) ESL489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESL490 Language, Culture, and Schools 3 Semester Credits 119 This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: Keystone Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESL510 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits 120 This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FAR – Farsi FAR111 Beginning Farsi I 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FAR112 Beginning Farsi II 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 2 Prerequisite(s): FAR111(Beginning Farsi I) FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIN – Finance FIN240 Personal Finance 4 Semester Credits 121 Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting 122 and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FLM – Film FLM110 Film Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None FLM124 Monster Movies 4 Semester Credits Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM216 Film Production I 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM229 Screenwriting 123 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: Augsburg Experience Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Film Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 Film Production II 4 Semester Credits 124 This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM348 Intermediate Video Production 4 Semester Credits This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM372 Producing for Film and Television 4 Semester Credits This course investigates the role of the producer in film and television: to create, organize, and manage productions. Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day activities, legal and rights management, to marketing and distributing the finished work. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 125 FLM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Junior of senior standing required Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits 126 Core Curriculum Component: None Prerequisite(s): None FRE – French FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) 127 FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 French Civilization Today 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits 128 The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): FRE212(Intermediate French II) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 129 FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER – German GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 Intermediate German II 130 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) 131 GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): GER212(Intermediate German II) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 132 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GRK – Greek GRK113 Beginning New Testament Greek I 4 Semester Credits The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): None GRK114 Beginning New Testament Greek II 4 Semester Credits The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): GRK113(Beginning New Testament Greek I) GST – General Studies GST009 Augsburg Experience Internship 0 Semester Credits A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST108 AVID Elective 133 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Integrated Studies 4 Semester Credits This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This course may not be taken by students who have completed 28 credits. Core Curriculum Component: None Prerequisite(s): None GST195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST200 Quantitative Reasoning/Statistical Literacy 4 Semester Credits This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Semimar 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 134 GST458 Mayo Innovation Scholars Program 2 Semester Credits Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details. Core Curriculum Component: None Prerequisite(s): CONSENT(Application to program required) HIS – History HIS101 The World of Late Antiquity 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 A Global History of Europe Since 1750 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 Decolonizing Asia and Africa 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None 135 HIS120 Colonizing a Continent and Creating Nations: North America to 1815 4 Semester Credits A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, and the creation of the United States. Core Curriculum Component: Humanities Prerequisite(s): None HIS121 An Empire for Liberty? 19th Century U.S. History 4 Semester Credits A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. Core Curriculum Component: Humanities Prerequisite(s): None HIS122 Gender, Race, Class and Democracy in the 20th Century U.S. 4 Semester Credits A survey of United States history from 1900 to the present that focuses on gender, race, and class and struggles over the meaning of democracy. The course will introduce historical thinking using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present) and disciplinary-specific habits of mind. Core Curriculum Component: Humanities Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS150 Revolutions, Republics, and Resilience in Latin America 4 Semester Credits This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social interactions, political institutions, and economic development as well as the relations that diverse Latin American nations and peoples shared with the United States. Special attention will be paid to independence movements, 136 liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the Latinx diaspora. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS156 The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement? 4 Semester Credits This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical references and their respective usefulness in understanding change and continuity over time, specifically between the 1979 Revolution and the current political crisis of Nicaragua. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: Humanities Prerequisite(s): None HIS170 Food: A Global History 4 Semester Credits This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular groups. In short, food is at the center of human existence, and human history can be told as a story of how food has been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production, trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by 137 experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.) Core Curriculum Component: Humanities Prerequisite(s): None HIS186 Topics in Asian History 4 Semester Credits Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS187 Topics in African History 4 Semester Credits Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS188 Topics in Latin American History 4 Semester Credits Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS189 Topics in North American History 4 Semester Credits Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS190 Topics in European History 4 Semester Credits Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities 138 Prerequisite(s): None HIS195 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS197 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS200 Why History Matters 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Early Minnesota History 4 Semester Credits 139 This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Core Curriculum Component: Humanities Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits 140 This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS282 Women and Gender in U.S. History since 1848 4 Semester Credits This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS300 Doing History in Public 4 Semester Credits Public history is the practice of historical methods with non-academic audiences in mind. This course explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS316 Nature, Cities, and Justice: U.S. Urban Environmental History 4 Semester Credits This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, environmental health and the human body, and the relationships shared by American culture with nature. Core Curriculum Component: None 141 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of China as a world power. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS331 Topics in United States History 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS332 The U.S. in the World: Diplomacy, Foreign Policy, and International Relations 4 Semester Credits U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift from a unipolar to a multipolar world order. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS335 Cities and Suburbs in the Modern United States 4 Semester Credits 142 A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS336 Business, Labor, Capitalism, and the American Dream 4 Semester Credits What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of workers and businesses in broad economic context from the end of the nineteenth century to today. Students will deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS338 History of American Law 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS343 Empires and Borderlands in North America 4 Semester Credits This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers, the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders with Mexico, Canada, and the Pacific World. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 143 HIS348 Russia and the Soviet Union 4 Semester Credits Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Revolutions, Republics, and Resilience in Latin America 4 Semester Credits This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social interactions, political institutions, and economic development as well as the relations that diverse Latin American nations and peoples shared with the United States. Special attention will be paid to independence movements, liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the Latinx diaspora. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary Germans," including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS354 Cultures of Empire: A Multinational Britain 144 4 Semester Credits This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS355 In the Aftermath of War: History, Memory and Transitional Justice in Central America 4 Semester Credits The objective of this course is to analyze the use of history and memory during the transition from war to peace in Central America. The course will address the case of Guatemala, focusing on the social and political events that took place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples conceptualization of memory, justice, reparation, and peace. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS361 145 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS362 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS368 Modern Middle East 4 Semester Credits This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late 18th century until the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS370 The Late Middle Ages to 1648 4 Semester Credits 146 This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS374 War and Religion in the Medieval Context 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS378 Pilgrims, Popes, and Penance: History of the Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS386 Topics in Asian History 4 Semester Credits Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS387 Topics in African History 4 Semester Credits Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None 147 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS388 Topics in Latin American History 4 Semester Credits Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS389 Topics in North American History 4 Semester Credits Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS390 Topics in European History 4 Semester Credits Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS400 148 Research Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS474 Europe and the World 4 Semester Credits Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and the breakdown of these imperial systems in the 20th century. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS497 INCE Museum Fellows Program 4 Semester Credits This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is followed in the spring by a one-semester, paid external internship. Students are placed with external partners who identify as museums or cultural institutions. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) HIS498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS499 149 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HMO – Hmong HMO111 Beginning Hmong I 4 Semester Credits An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None HMO112 Beginning Hmong II 4 Semester Credits An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): HMO111(Beginning Hmong I) HPE – Health, Physical Education and Exercise Science HPE104 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) Core Curriculum Component: Foundations of Wellness Prerequisite(s): None HPE110 Personal and Community Health 4 Semester Credits Concepts and practices of health and healthful living applied to the individual and the community. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 150 HPE114 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE203 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training) HPE203L Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required* HPE204 Advanced Human Anatomy and Physiology 4 Semester Credits A detailed investigation into the structures and associated functions of the body. This course will provide a comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body. Core Curriculum Component: None 151 Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology) HPE204L Advanced Human Anatomy and Physiology Lab 0 Semester Credits Three hour lab taken concurrently with HPE 204. Core Curriculum Component: None Prerequisite(s): HPE204(HPE204 taken concurrently) *concurrent registration is required* HPE205 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE220 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None 152 HPE275 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring) Core Curriculum Component: None Prerequisite(s): HPE114(Health and Safety Education) HPE275L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE282 Sport Psychology 2 Semester Credits This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health and fitness industry. Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate 153 and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); HPE104(Components of Fitness Training) HPE304 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE305 Stress Management 2 Semester Credits This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None 154 Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE324 K-6 Physical Education Games and Activities 4 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE334 7-12 Sport Skills and Activities 4 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE335 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE336 Trekking the Mountains: An Outdoor Cultural Excursion 4 Semester Credits A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions 155 of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the excursion. Core Curriculum Component: None Prerequisite(s): None HPE340 Organization and Administration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Concurrent registration in HPE350L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) HPE350L Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE351 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Concurrent registration in HPE351L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE351L Physiology of Exercise Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required* 156 HPE357 Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None 157 Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE410 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE452 158 Advanced Biomechanics 2 Semester Credits This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion analysis software and applied to physical education and health and fitness professions; particularly in terms of sports movement technique, common sports injury mechanisms, and injury prevention. Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) HPE473 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM – Humanities HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits 159 This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to 1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 160 INS – Interdisciplinary Studies INS198 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS222 The Nobel Laureates: Religious and Political Perspectives 4 Semester Credits Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or can be taken concurrently). Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception) *concurrent registration is acceptable* INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits 161 Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education,Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None 162 INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Understanding the Northern Ireland Conflict 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS327 Environment and Agriculture: Agroecosystems in Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS328 Justice and the US Food System 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS330 Arts Praxis: Social Justice Theory and Practice in the Field 4 Semester Credits 163 Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Art and Culture in Political, Social and Historical Context 4 Semester Credits Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS334 From Consumers to Creators 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS335 Digital Laboratory 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability, Ecology, and New Zealand Environmental Policy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS349 Maori Perspectives, Pluralism, and National Identity 4 Semester Credits 164 Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Core Curriculum Component: None Prerequisite(s): None INS351 Social Dimensions of Environmental Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS352 Field Research Methods and Investigation 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS353 Adaptive Ecosystem Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Workshop in Fiction, Poetry, and Creative Nonfiction 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Creative Writing in Political, Social, and Historical Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Inequality in America: A Political Economy Approach 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and 165 neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Political Sociology of Building Power, Change, and Equity 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS369 Politics and Development in Ecuador 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 166 INS377 Challenges of Globalization and Mass Migration in Scandinavia 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 The Scandinavian Welfare States 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS387 Integration Seminar: Advanced Internship: Theory and Practice 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS391 Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement 6 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 167 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None 168 Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY – Keystone KEY470 Creating Life in the Arts: Exploration and Reflection on Vocation 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection. Core Curriculum Component: Keystone Prerequisite(s): None KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 169 LAT – Latin LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 1 Prerequisite(s): None LAT102 Beginning Latin II 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 2 Prerequisite(s): LAT101(Beginning Latin I) LIB – Library LIB130 Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth 2 Semester Credits This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens. Students will learn how information is created, packaged, and disseminated; how authority is constructed and conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also consider their own role in the creation and dissemination of information as well as barriers to participating in the scholarly conversation. Core Curriculum Component: None Prerequisite(s): None LST – Leadership Studies LST194 Topics: (non-credit) 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST195 Topics 2 Semester Credits 170 Core Curriculum Component: None Prerequisite(s): None LST205 Introduction to Leadership Studies 4 Semester Credits This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership theories, their definitions, and their theoretical strengths and weaknesses. Core Curriculum Component: None Prerequisite(s): None LST294 Topics: (non-credit) 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) LST296 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST495 171 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT – Mathematics MAT103 Prealgebra 3 Semester Credits A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT 103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): MPL(Math Placement Level 1) MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who have successfully completed MAT 106 may not register for credit. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2) MAT106 Applied Algebra and Trigonometry 4 Semester Credits Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have successfully completed MAT 105 may not register for credit. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2) 172 MAT110 Finite Mathematics 4 Semester Credits Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business, economics, and social science, with an emphasis on developing quantitative skills needed for further study in those areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets, counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group 3) MAT111 Mathematics in Society 4 Semester Credits Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics (MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group 3) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of C- or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT137 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT138 173 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138 are courses designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent registration is required* MAT145 Calculus I 4 Semester Credits Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to integrals. Concurrent enrollment in MAT145L is required. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT145L Calculus I Lab 0 Semester Credits Concurrent enrollment in MAT145 is required. Core Curriculum Component: None Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required* MAT146 Calculus II 4 Semester Credits Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals, differential equations, infinite series, and polar curves. Concurrent enrollment in MAT146L is required. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT146L 174 Calculus II Lab 0 Semester Credits Concurrent enrollment in MAT146 is required. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) *concurrent registration is required* MAT163 Introductory Statistics 4 Semester Credits Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals, hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT164 Introductory Statistics for STEM 4 Semester Credits Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation, experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group) MAT171 Discrete Mathematics For Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT271 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving for Business) MAT173 Mathematics of Finance 4 Semester Credits 175 Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus any theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT213 Data Visualization and Statistical Computing 4 Semester Credits Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating animated Gifs. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis) MAT245 Calculus III 4 Semester Credits Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT246 176 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures) MAT252 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT271 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT273 Statistical Modeling 4 Semester Credits Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships among quantitative response variables and categorical predictor variables. This course includes several small group projects culminating with a final group project. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis) MAT287 History of Mathematics 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) 177 MAT304 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures) MAT314 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures) MAT324 Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT355 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II) 178 MAT363 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT369 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II) MAT373 Probability Theory 4 Semester Credits Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of random processes, expectation, moment generating functions, and the Central Limit Theorem. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT374 Statistical Theory and Applications 4 Semester Credits Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals, hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended for students with some background in elementary statistics. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I) MAT377 Operations Research 179 4 Semester Credits Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra) MAT394 Topics in Statistics 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. 180 Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits Core Curriculum Component: None Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II), MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II), MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II), MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures) 181 MBA – Master of Business Administration MBA510 Applied Managerial Economics 3 Semester Credits Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 3 Semester Credits This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal decision-makers use accounting information both to make decisions and to evaluate results of those decisions. Managerial Accounting focuses on the development, interpretation, and application of accounting information for managerial decision-making. The course stresses the use of financial and non-financial information within a variety of organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages between accounting information and management planning through cost analysis, operational and capital budgeting and performance measurement. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Business Managers need to understand the fundamentals of financial management for optimal decision making. This course covers the major topics in Finance that a business manager is likely to come across. The course begins with an introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return, security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and 182 management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None Prerequisite(s): None MBA535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically, and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 Organizational Behavior 3 Semester Credits In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and development in business and industry, including the conceptual integration and application of these theories. We will often challenge the traditional assumptions of management by discussing current management and organization behavior theories, innovations, trends, and the issues faced by today’s managers. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. Core Curriculum Component: None 183 Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits Apply analytical thinking to a variety of business problems and understand the need for analytical models for business decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics: Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA571 Business Analytics 3 Semester Credits Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to make decisions regarding product design, marketing, organization structure and strategic planning. This course will help prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data sets. Students will be able to interpret and present data visually using tableau. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers) MBA572 Data Programming 3 Semester Credits This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government, social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional demonstration of basic computer programming. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics) MBA573 Predictive Analytics 3 Semester Credits 184 This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data to make predictions about future or otherwise unknown events. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data Programming) MBA580 Management Consulting Project 3 Semester Credits MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of your graduate business education in a summative project. The projects include strategic planning, business plans, marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your MBA program learning to an actual business organization with real issues and opportunities involving multiple functions. Field Study teams of four to five students will work as management consultants on comprehensive projects for local businesses or community organizations. Core Curriculum Component: None Prerequisite(s): None MBA583 Entrepreneurship: Execution, Planning and Strategy 3 Semester Credits This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): MBA595(Strategic Management) MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in the next three courses. Core Curriculum Component: None Prerequisite(s): None MBA595 Strategic Management 185 3 Semester Credits We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly. These organizations continually adapt to new circumstances, usually coordinating change in a variety of different functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. Student learning experience two is embedded in this course using a business simulation. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and completion of the quantitative courses. Core Curriculum Component: None Prerequisite(s): None Core Curriculum Component: None Prerequisite(s): None MCN – McNair Program MCN301 Research in the Disciplines 2 Semester Credits 186 Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MDC – Minnesota Department of Corrections Program MDC094CE Everyday Mathematics 4 Semester Credits IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent). Core Curriculum Component: None Prerequisite(s): None MDC101CE Lifetime Fitness and Wellness 2 Semester Credits IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical, intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer, and other diseases will also be discussed. This course may be used to fulfill both the health and physical education requirements for the A.A. degree. Core Curriculum Component: None Prerequisite(s): None MDC102CE Mathematical Thinking 4 Semester Credits IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate and defend solutions and decisions. Core Curriculum Component: None Prerequisite(s): None MDC103CE World Civilizations Since 1500 187 4 Semester Credits IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title changed from World Civilization II and The Modern World) Core Curriculum Component: None Prerequisite(s): None MDC104CE College Level Mathematics - Specter 4 Semester Credits IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions, inverse relations, function operations, complex numbers, and systems of equations. Core Curriculum Component: None Prerequisite(s): None MDC105CE Introduction to Psychology 4 Semester Credits IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical and experimental findings and applications. Topics include research methodology, the nervous system, perception, cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their treatment, attitudes, social influence and growth processes. Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures, styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation. Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied. Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology (with Lab) 4 Semester Credits IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies to the succession of plants and animals evidenced in the fossil record and the processes which have altered the character of the Earth's continents and oceans through time. 188 Core Curriculum Component: None Prerequisite(s): None MDC1101CE Introduction to Political Science 3 Semester Credits IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and methods in Political Science with an emphasis on political ideologies, political behavior, comparative government, international relations (including causes of war and peace) and relevant social science theory. The course also will examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and non-democratic governments. Core Curriculum Component: None Prerequisite(s): None MDC1102CE Beginning Spanish II 3 Semester Credits IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and sensitivity are important aspects of this language course. Core Curriculum Component: None Prerequisite(s): None MDC1103CE Physical Geology (with Lab) 4 Semester Credits IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that have formed, altered, and transformed the Earth’s surface. Core Curriculum Component: None Prerequisite(s): None MDC1107CE Art from Renaissance to Present 3 Semester Credits IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture, architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will be studied. Core Curriculum Component: None Prerequisite(s): None MDC110CE Small Business, Start-Up 189 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC1111CE Beginning Spanish I 5 Semester Credits IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the Spanish-speaking countries are introduced to develop cultural understanding and sensitivity. Core Curriculum Component: None Prerequisite(s): None MDC1112CE Ethics 3 Semester Credits IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of these theories, addresses some current contentious topics. Core Curriculum Component: None Prerequisite(s): None MDC111CE Writing and Research Skills 4 Semester Credits IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC1125CE Creative Problem Solving 3 Semester Credits MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives. Students will study findings of current problem-solving research and apply them to ethical and international problems. The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics of problem-solving, hypothesis testing, and decision-making. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 190 3 Semester Credits IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and many other contexts in today's society. Students will learn about the different types of public speeches commonly encountered and learn how to research, organize and write their ideas into clear and understandable forms of public communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be required to speak and participate often and will also be required to present their speeches in a classroom setting with an audience of their peers and an instructor. Core Curriculum Component: None Prerequisite(s): None MDC1130CE Introduction to Biological Anthropology 3 Semester Credits IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is the study of our collective human origins. Students will accomplish this through three main areas: study of biological evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral practices; and by examining hominid evolution from groups beginning four to five million years ago through today as they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications impact our evolution and environment today. Core Curriculum Component: None Prerequisite(s): None MDC1131CE Introduction to World Politics 3 Semester Credits IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related institutions and processes, public policies and social scientific theory while examining their own political values, experiences and behaviors. Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disciplines 2 Semester Credits IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) Emphasizes textual analysis of primary and secondary sources with focus on writing in students' academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None 191 MDC1146CE Music in Film 3 Semester Credits IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 3 Semester Credits IHCC Equivalent: ENG 1114 The Research Paper (3 sem cr) Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Core Curriculum Component: None Prerequisite(s): None MDC1152CE Leadership Skills Development 3 Semester Credits IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers, and supervisors the opportunity to synthesize their individual and organizational potential. Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 3 Semester Credits IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history and problems of philosophy, such as theories of knowledge, reality, value and society. Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Sociology 4 Semester Credits IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American government, family, education, religion, and the economy. 192 Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills in each area is presented, the student will develop a plan for implementation. The course will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control. Core Curriculum Component: None Prerequisite(s): None MDC1230CE Psychology of Death, Dying and Loss 3 Semester Credits IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity to confront and explore personal attitudes and feelings. Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in the United States. We will cover the history of urban politics and development, the basic institutions and processes, major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the course, we will examine both how politics works within cities and regions as well as how state and federal policies have affected local governments over the past several decades. The emphasis will be on grasping the basics of local and regional government and politics, and on developing a critical perspective on cities and contemporary urban and regional problems. Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 193 4 Semester Credits IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of state legislatures, governors, courts, and political parties, including the nomination and election process of state and local officials. Overall the course emphasis will be on the Minnesota political system. Core Curriculum Component: None Prerequisite(s): None MDC129CE Mathematics for the Liberal Arts 3 Semester Credits IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic probability and normal distributions. Core Curriculum Component: None Prerequisite(s): None MDC130CE Family and Society 3 Semester Credits IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship violence, resingling, and other relevant topics. Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government 3 Semester Credits IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the legislative, executive, and judicial branches. Core Curriculum Component: None Prerequisite(s): None MDC1400CE Energy, Environment and Climate 4 Semester Credits IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term trends, including global climate change. Climatology relative to the United States will be examined in the context of extreme weather and alternative energy source potential. 194 Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 3 Semester Credits IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for this comparison of universals and particulars around the world, including larger concepts of identity, cultural manifestation, operation of institutions, and issues of inequality and globalization. Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 3 Semester Credits IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for this comparison of universals and particulars around the world, including larger concepts of identity, cultural manifestation, operation of institutions, and issues of inequality and globalization. Core Curriculum Component: None Prerequisite(s): None MDC152CE Beginning Acting 3 Semester Credits IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own unique voice, dramatic presence, and the power of connecting with others through story using the works of William Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity, exploring their voices, and expanding their imaginative and empathetic powers. Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE 195 Educational Internship 3 Semester Credits IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5 lessons they actually executed with their tutees. Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business in Society 3 Semester Credits IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance, information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise. Core Curriculum Component: None Prerequisite(s): None MDC201CE Legal Environment of Business 3 Semester Credits IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and employment law. Core Curriculum Component: None Prerequisite(s): None MDC204CE History of Rock and Roll 3 Semester Credits IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to American experience. We will explore how we are influenced by it and how it influences music history. Core Curriculum Component: None Prerequisite(s): None MDC210CE Educational Psychology 4 Semester Credits 196 (4 sem cr) This course applies basic psychological principles of human development and behavior to learning and teaching. The course begins with theoretical background on human development. We will examine and critique the works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of learning theories. The course then moves to a more specific application of these theories by examining pedagogical techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we attempt to reconcile theory and practice. Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the diversity of women’s experiences in terms of race, class, and sexual orientation. Core Curriculum Component: None Prerequisite(s): None MDC222CE History of the United States Since 1865 4 Semester Credits IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American ethnic and cultural diversity. Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 3 Semester Credits IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with the emphasis on skills common to creative expression. Assists students in discovering and developing their own best medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.) Students will identify select portions of writing for small and/or large group presentation. Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 3 Semester Credits IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the organization. Emphasis is placed on developing more productive working relationships, and achieving desired results. Topics include: employer/employee relations, communication techniques, conflict management, work force diversity, 197 and developing and managing effective teams, motivation, training, and development, talent management, developing leaders, and performance management. Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social power. Students will read a variety of essays about the ways in which language and social status intersect. They will also read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a series of writing assignments designed to help them explore the political power of language Core Curriculum Component: None Prerequisite(s): None MDC240CE Introduction to Literature 4 Semester Credits IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and understanding poetry, drama, novels, short stories and creative nonfiction. Core Curriculum Component: None Prerequisite(s): None MDC241CE Introduction to Film 3 Semester Credits IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and criticism of the cinema and film industry. The relationship between form and content is basic to this course. Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire, Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism, Impressionism, and Existentialism. Covers primarily Western culture with some global culture added. Core Curriculum Component: None Prerequisite(s): None MDC251CE 198 Environmental Science (with Lab) 4 Semester Credits IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab includes analysis of factors using the campus landscape. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 3 Semester Credits IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and examines the role of government, the marketing environment, consumer behavior and the marketing function within an enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship marketing, marketing information systems, etc. Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further research. Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further research. Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 3 Semester Credits 199 IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we live and work in relationship with others and must communicate effectively with them to achieve our goals. This class helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends, and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in their relationships through active practice. Students will participate in multiple activities, both in and outside the classroom setting, to build their interpersonal communication skills. Core Curriculum Component: None Prerequisite(s): None MDC255CE Small Group Communication 3 Semester Credits IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to function in group settings. Students will apply small group communication theory in small, task-oriented groups and develop presentation skills to showcase their understanding of what it means to be an effective group member. Evaluating the effectiveness of their own and others’ group communication behaviors is also required. Core Curriculum Component: None Prerequisite(s): None MDC256CE Religions and Society 3 Semester Credits IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities: Race, Class and Gender 3 Semester Credits IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism. Core Curriculum Component: None Prerequisite(s): None 200 MIS – Management Information Systems MIS260 Problem Solving for Business 4 Semester Credits This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The course also covers other decision support and business analysis tools including Access and Tableau. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits 201 Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits This course is designed for business and economics majors with a focus on the techniques and examples from these disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting, analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics (types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business) MIS475 Systems Analysis and Design 4 Semester Credits Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. 202 Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce) MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS479 Business Analytics 4 Semester Credits Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each model studied. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT - Marketing MKT252 Principles of Marketing 4 Semester Credits 203 Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits 204 Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing and communications. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues, development and implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course during their junior year. Core Curriculum Component: None Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications), MKT357(Advertising); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) 205 ML – Master of Arts in Leadership ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Leadership in the Community 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Evaluating Empirical Research 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity and Values: Keys to Authentic Leadership 3 Semester Credits 206 Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make it reality. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be 207 accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML538 Communication Skills for Leadership 3 Semester Credits This course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. Students will perform communicative tasks in a variety of genres and will receive feedback on the effectiveness of their performances. Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML560 208 Cultural Competence and Effective Leadership 3 Semester Credits This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None 209 Prerequisite(s): None ML575 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None ML577 Universal Responsibility and Leadership: A Central American Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML585 Leadership Capstone: Integrating Theory and Practice 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits 210 This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None 211 Prerequisite(s): None MUE – Music MUE111 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 1 Semester Credits The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 212 1 Semester Credits The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other 213 instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 214 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP – Music MUP111 Performance Study: Voice 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 215 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP122 Performance Study: Viola 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 1 Semester Credits 216 Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP134 217 Performance Study: Saxophone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP136 Performance Study: Harpsichord 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None 218 Prerequisite(s): None MUP141 Performance Study: Trumpet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 219 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 1 Semester Credits Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply). Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 2 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 220 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP191 Performance Study: Harp 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP192 Performance Study: Improvisation 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 1 Semester Credits 221 Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 1 Semester Credits 222 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 1 Semester Credits 223 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP336 Performance Study: Harpsichord 1 Semester Credits 224 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 Performance Study: Horn 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 1 Semester Credits 225 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP352 Performance Study: Piano 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 1 Semester Credits 226 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 1 Semester Credits 227 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS – Music MUS105 Careers in Music Business 4 Semester Credits Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover the creative ways that musicians have formed businesses, study of successful individuals within the music business, and pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in the music industry. Core Curriculum Component: None Prerequisite(s): None MUS113 Music Theory and Aural Skills I 4 Semester Credits Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing, reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through and beyond music. Core Curriculum Component: None Prerequisite(s): None MUS114 Music Theory and Aural Skills II 4 Semester Credits Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on developing a more refined understanding of the musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS130 Introduction to Music in the Fine Arts 228 4 Semester Credits E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): None MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS135(Class Piano 1) MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 229 4 Semester Credits Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS162 Entrepreneurship for Creative Businesses 2 Semester Credits This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a creative passion into a career. Core Curriculum Component: None Prerequisite(s): None MUS205 Legal Issues in Music, Entertainment, and the Arts 4 Semester Credits This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS207 From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music 4 Semester Credits What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens of easily palatable and familiar sounds. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS213 Music Theory and Aural Skills III 4 Semester Credits Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of relevant musical works from a variety of musical traditions. Core Curriculum Component: None 230 Prerequisite(s): MUS114(Music Theory and Aural Skills II) MUS214 Music Theory and Aural Skills IV 4 Semester Credits Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form. We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS213(Music Theory and Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): None MUS225 Electronic Music Production 4 Semester Credits This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in sound design, synthesis, and digital music making. Core Curriculum Component: None Prerequisite(s): None MUS231 History and Literature of Music, Antiquity to 1750 4 Semester Credits 231 An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS232 History and Literature of Music, 1750 to Present 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS234 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II) MUS235 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2) MUS238 232 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS242 Jazz Improvisation 1 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and Aural Skills II) MUS251 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS252 Italian Diction 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS253 German Diction 233 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS254 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS258 Class Guitar 2 1 Semester Credits This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings. Core Curriculum Component: None Prerequisite(s): MUS158(Class Guitar 1) MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None MUS272 Human Identity Through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS273 Functional Music Skills 234 2 Semester Credits This course will focus on development of basic functional music skills as required by the American Music Therapy Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano, guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and group music making in class. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS303 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS306 Audio Recording 235 4 Semester Credits In this course, students will become independent in the studio as they learn to manage and run recording sessions. As students delve deeper into the many layers of professional audio software, they will begin to discover how this technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and placement thus producing fully tracked projects of their own. Core Curriculum Component: None Prerequisite(s): MUS221(Introduction to Music Technology) MUS307 Music Production and Distribution 4 Semester Credits Music Production and Distribution is a composition course focused on music production, recording theory, sound design, and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album. Core Curriculum Component: None Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production) MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS312 Composition II 2 Semester Credits This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS315 Psychology, Culture, and Community in Music 2 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects and the functions of music in society. The course will also explore the use of music in community and community music therapy. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) 236 MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None 237 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS336 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS340 Music Therapy Methods I 4 Semester Credits This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy theory underlying these methods. This course is experiential in nature and also examines the student’s personal relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding repertoire and building musical skills required for implementing these methods in music therapy practice. Core Curriculum Component: None Prerequisite(s): MUS273(Functional Music Skills) MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and Aural Skills II) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS344 Instrumental Conducting 2 Semester Credits 238 Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Methods II 4 Semester Credits This course provides an introduction and overview of compositional and improvisational music therapy methods. Application of improvisational and compositional methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to develop an evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS352 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS353 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None 239 Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 Junior Recital 0 Semester Credits One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None 240 Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in music as well as a review of experimental research surrounding the influence music on behavior. Core Curriculum Component: None Prerequisite(s): None MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS375 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS374(Music Therapy Practicum) MUS376 Music Therapy Assessment, Treatment and Clinical Processes 4 Semester Credits This course is a thorough exploration of the practice of music therapy from assessment, treatment planning, implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and 241 development of assessment tools, effective documentation methods and practices, writing treatment plans to address a variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs. This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence. The role of the music, the client and the music therapist will also be explored in the context of clinical processes and clinical illustrations. Core Curriculum Component: None Prerequisite(s): MUS345(Music Therapy Methods II) MUS385 Music Therapy Clinical Improvisation 2 Semester Credits This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection between music-centered practice and improvisational methods. The course will focus on the clinical application of improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to design improvisational interventions for a wide range of clinical populations within the context of group and individual sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal techniques through these experiential learning opportunities. Core Curriculum Component: None Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II) MUS392 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS398 Internship 2 Semester Credits Core Curriculum Component: None 242 Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS408 Current and Future Issues in the Music Industry 2 Semester Credits A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and readings that examine different stake holders' perspectives of the current state of the industry. Core Curriculum Component: None Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and Concert Promotion) MUS413 Advanced Analysis 2 Semester Credits The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a variety of time periods and musical traditions. Core Curriculum Component: None Prerequisite(s): MUS214(Music Theory and Aural Skills IV) MUS435 Voice Repertoire 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): None MUS456 243 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS375(Music Therapy Practicum) MUS475 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS474(Music Therapy Practicum) MUS476 Instrumentation and Arranging 244 2 Semester Credits This course will introduce students to the various instruments of the orchestra, as well as those from other music traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various ensembles. Some aspects of electronic music arranging will be discussed as well. Core Curriculum Component: None Prerequisite(s): MUS214(Music Theory and Aural Skills IV) MUS477 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS478 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS480 Music Therapy Senior Seminar 4 Semester Credits This course is the final course of your pre-professional academic development. This course provides an overview of many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics, professional development, board certification and developing professional presentations and materials. This course will also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of music to meet the specialized needs of clients. Core Curriculum Component: Keystone Prerequisite(s): MUS385(Music Therapy Clinical Improvisation) MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) 245 MUS483 Advanced Music Therapy Practicum 1 Semester Credits In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor. Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical populations which require advanced skills and use of advanced music therapy methods (neurological music therapy, trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths, student needs, creation of well-rounded clinical experiences, and schedule. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation) MUS494 Music Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching experience. Attributes of the successful novice educator and activities related to successful job acquisition are also discussed. Core Curriculum Component: None Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS503 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None 246 Prerequisite(s): None MUS505CE Contemporary Topics in Music Education 2 Semester Credits Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in music education in their respective teaching settings, including social justice and equity with diverse student populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American music education in depth through discussion of their prevalence in the profession and relevance to their current teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to course concepts for implementation in their classrooms. Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required* MUS515 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. 247 Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS525 Cross-Cultural Awareness in Music Therapy 3 Semester Credits This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of skills in various ethnic musical forms. Core Curriculum Component: None Prerequisite(s): None MUS530 Music Therapy Ethics 2 Semester Credits This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital and social media use. Core Curriculum Component: None Prerequisite(s): None MUS535 Music Therapy Supervision and Professional Development 2 Semester Credits This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course includes an overview of various theories and models of music therapy supervision, with a focus on maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development. Core Curriculum Component: None Prerequisite(s): None MUS540 Music Therapy Research I 248 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. Core Curriculum Component: None Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS546 Clinical Music Therapy Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS552 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) 249 MUS553 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS554 Advanced Music Therapy Clinical Improvisation 3 Semester Credits This course focuses on strengthening and deepening the connection between students’ musical skills and clinical application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques and methods for clinical improvisation through readings, case review, online discussions, and experiential learning. Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore advanced techniques and methods for clinical improvisation through researching a model of improvisation in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS555 Music Therapy, Spirituality, and Well-being 2 Semester Credits This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications surrounding this work. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS560 Music and Imagery 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None 250 MUS565 Advanced Music Therapy with Infants, Children and Family Centered Care 2 Semester Credits This course provides an in-depth exploration of music therapy methods with infants, children and family centered care with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families. Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an integrative treatment team. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS570 Music, Neurology, and Physiology 3 Semester Credits This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS575 Music Therapy in Palliative Care 2 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice, ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and synthesis of clinical research surrounding palliative and end of life care. Core Curriculum Component: None Prerequisite(s): None MUS576 Music Therapy in Trauma Informed Care 3 Semester Credits This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being, relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage, isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence, supervision, consultation, and self-care will also be addressed. Core Curriculum Component: None 251 Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II), MUS530(Music Therapy Ethics) MUS577 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS578 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS580 Transcultural Music Therapy I 4 Semester Credits This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the use of music in community and for healing within their culture. Music is explored as a means of understanding a culture, human interaction, communication, manner of fostering health and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required* MUS582 Transcultural Music Therapy II 4 Semester Credits This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction, communication, and utilized to foster health, healing and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS525(Cross-Cultural Awareness in Music Therapy) MUS585 Advanced Music Therapy Group Work 3 Semester Credits 252 This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group practice. This course will also explore the use of musical and non-musical means of processing and deepening in the group process or experience. Core Curriculum Component: None Prerequisite(s): MUS510(Advanced Music Therapy Theory) MUS590 Interdisciplinary Practice and Research Methods in Music Therapy 3 Semester Credits This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and challenges, indications and contraindications for this work will be discussed. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I) MUS595 Thesis or Final Project 2 Semester Credits This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's thesis requirement in an independent study format. This includes clarification of program expectations, review of literature, project and research development, academic and report writing, and advisory support and feedback. Core Curriculum Component: None Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II) MUS599 Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS –New Media NMS100 Journalism Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS101 253 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS102 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS110 Exploring Diversity in Mass Media 4 Semester Credits This course explores big questions about representation in media: Are we all represented in media? How are we constructed through media? How does mass media shape our identities and communities? How do we shape the media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and power; examine our own positionality within those structures; and use intercultural awareness to expand the frame. Core Curriculum Component: Humanities Prerequisite(s): None NMS220 Foundations of New Media 4 Semester Credits Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and historical developments of new media will be examined. Assignments will take the form of case studies, projects, and critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media. Core Curriculum Component: None Prerequisite(s): None NMS230 254 Social Media 4 Semester Credits Explore the form, function, and context of social media, social media theory, and effective strategies for using social media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the new medium. Includes practical hands-on experience creating and engaging with social media. Core Curriculum Component: None Prerequisite(s): None NMS242 Electronic Literature 4 Semester Credits Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NMS260 New Media Production 4 Semester Credits Consider new media technologies and their uses in this introductory course in new media production. Work collaboratively and independently to produce new media works ranging from Internet memes to interactive videos. Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media principles, understand the importance of user, and learn to communicate ideas effectively. Core Curriculum Component: None Prerequisite(s): None NMS295 Topics in New Media 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS320 255 Contemporary New Media Practices 4 Semester Credits Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact, and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics, technoculture, genre revisionism, and mechanical reproduction. Core Curriculum Component: None Prerequisite(s): NMS220(Foundations of New Media) NMS375 Practicum 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS399 Internship 4 Semester Credits Junior or senior standing required Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS490 Vocation and New Media 4 Semester Credits A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media), POL371(Topics) 256 NMS495 Topics in New Media 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR – Norwegian NOR111 Beginning Norwegian I 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 1 Prerequisite(s): None NOR112 Beginning Norwegian II 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I) NUR – Nursing NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 257 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR314 Self-Care I: Health of the Nurse 2 Semester Credits In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on the process. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) NUR315 Self-Care II: Health of the Nurse 2 Semester Credits In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care. Core Curriculum Component: None Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable* NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None 258 Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable* NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits 259 Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability 260 rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P Practicum: Theoretical Foundations for Advanced Nursing Practice 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P 261 Practicum: Research Methods in Nursing 1 Semester Credits This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students will design a research study proposal based on their nursing practice focus. Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits 262 This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) NUR525P Practicum: Graduate Field Project 2 Semester Credits This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theorybased care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P Practicum: The Power of Ritual and Ceremony for Transformation 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit 263 sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P Practicum: Politics of Health Care 1 Semester Credits This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None 264 Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None 265 NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P 266 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR715 Practicum: Dismantling White Supremacy Culture 1 Semester Credits This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be incorporated into collective group work to address systemic racism in both personal and professional work spaces. Core Curriculum Component: None Prerequisite(s): None NUR721 Practicum:Ancient Healing Practices and Modern Implications 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This course helps students embody connections to nature that are fundamental in modern day holistic nursing and healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing energies of the cosmos. Core Curriculum Component: None Prerequisite(s): None NUR731 Practicum:Dia de los Muertos 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None 267 NUR732 Practicum: Dia de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR741 Practicum:Health and Community Building in Guatemala 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None Prerequisite(s): None NUR751 Transformation in Practice: Addressing Soul Trauma and Healing 1 Semester Credits This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as well as ceremony to understand social and generational trauma. In community, transformation will be supported while addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care. Core Curriculum Component: None Prerequisite(s): None NUR755P Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR762 268 Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Métis) and Formal Evidence 3 Semester Credits This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice will be developed. Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits 269 This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to diverse cultural expressions of health and illness. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course embraces a critical social approach to understanding health and illness embodied within populations and communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the underserved, and providing care and access to health resources is emphasized. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits 270 The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the seminars with faculty and peers. Core Curriculum Component: None Prerequisite(s): None NUR812 Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular focus on chapter one and two. Core Curriculum Component: None Prerequisite(s): None NUR816 Advanced Pathophysiology and Vibrational Energy Medicine 3 Semester Credits This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances. Core Curriculum Component: None Prerequisite(s): None NUR817 Informatics and Health Policy: The Colonization of Knowledge 1 Semester Credits This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of advanced practice nurses. Core Curriculum Component: None Prerequisite(s): None NUR818 Pharmacotherapeutics I for Advanced Practice 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. Core Curriculum Component: None Prerequisite(s): None NUR819 271 Physical and Holistic Health Assessment 3 Semester Credits This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history. Core Curriculum Component: None Prerequisite(s): None NUR820 Integrative Illness Prevention and Wellness Promotion 2 Semester Credits This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan and healthcare systems. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable* NUR822 Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three. Core Curriculum Component: None Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu) NUR824 Integrative Primary Care of Adults I 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms and illness. 272 Core Curriculum Component: None Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion) NUR825 Integrative Primary Care of Adults II 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and also addressing women's health issues. Core Curriculum Component: None Prerequisite(s): NUR824(Integrative Primary Care of Adults I) NUR826 Pharmacotherapeutics II for Advanced Practice and Herbal Medicine 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout the life span. Core Curriculum Component: None Prerequisite(s): None NUR827 Integrative Primary Care of Children 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the pediatric population with ongoing symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality, language and communication styles. Ethical implications of providing cultural and holistic care to marginalized populations will be examined. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. 273 Core Curriculum Component: None Prerequisite(s): NUR821(Second Year Doctoral Seminar) NUR832 Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four. Core Curriculum Component: None Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur) NUR833 Advanced Pathophysiology II 2 Semester Credits This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalance. This course also integrates competency-based case study applications. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine) NUR841 Final Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the student's practicum experiences to complete their doctoral capstone project. During this seminar, students will complete their written scholarly paper describing their capstone project and present their scholarly project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar) NUR842 Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication. Core Curriculum Component: None Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur) NUR843 Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab 0.5 Semester Credits 274 This course provides the application of competency-based education in treating HEENT and Complementary and Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques for treating these conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required* NUR844 Women's Health Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating Women’s health issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for treating Women’s health conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required* NUR845 Musculoskeletal Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating musculoskeletal issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques for treating the musculoskeletal conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required* NUR846 Dermatology, Suturing and Minor Surgical Procedures Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating dermatology, suturing and minor surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR825(Concurrent enrollment in NUR825) *concurrent registration is required* NUR850 Integrative Primary Care of Adults Clinical I 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This course will also provide the student with clinical opportunities and direct patient care to provide the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptoms and illness. Core Curriculum Component: None 275 Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative Primary Care of Adults I) *concurrent registration is required* NUR851 Integrative Primary Care of Adults Clinical II 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical and complementary and alternative management to disease states and body systems. The clinical management is an approach to treating the adult patient and women's health issues with chronic illness. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I) NUR852 Integrative Primary Care of Adults Clinical III 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care for clinical application of medical, complementary and alternative healthcare management of disease states and body systems. The clinical management is an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate safe and effective management strategies for patients requiring multiple pharmacological interventions. Core Curriculum Component: None Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II) NUR853 Integrative Primary Care of Children Clinical 2 Semester Credits This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health within a pediatric population. Core Curriculum Component: None Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*; NUR827(Integrative Primary Care of Children) *concurrent registration is required* NUR854 Integrative Primary Care of Adults Clinical IV 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical, complementary and alternative healthcare management to disease states and body systems. Students will integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman, pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include evidence-based practice, management of complex pharmacological application, and the holistic approach to patient care. Core Curriculum Component: None 276 Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative Primary Care of Children Clinical) NUR855 Integrative Primary Care of Adults Clinical V 2 Semester Credits This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and pharmacological prescribing practices into primary patient care. Core Curriculum Component: None Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV) NUR856 Leading Change Through the Lens of Wholeness: Clinical 1 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will provide the students clinical opportunities and direct patient care to provide the application of medical, complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptom and illness. This course will provide the student with the opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical), NUR861(NUR861 taken concurrently) *concurrent registration is required* NUR861 Leading Change Through the Lens of Wholeness 2 Semester Credits This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills be examined. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical) NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 277 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None OJB – Ojibwe OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) 278 PA – Physician Assistant Studies PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical Practice Seminar I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 7 Semester Credits This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits 279 This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects, contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and Physical Exam Skills I, and Clinical Practice Seminar I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects, contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and Physical Exam Skills II, and Clinical Practice Seminar II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 10 Semester Credits This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam Skills II, Pharmacotherapy II, and Clinical Practice Seminar II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in pediatrics, women's health, and acute, emergent, and inpatient care. Core Curriculum Component: None 280 Prerequisite(s): PA532(Clinical Medicine II) PA542 Professional Issues 2 Semester Credits This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public health, and caring for diverse communities. Core Curriculum Component: None Prerequisite(s): None PA545 Clinical Phase Transition 2 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and verbal communication, professionalism and interpersonal skill development relating to the application of knowledge. Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA546 Clinical Practice Seminar I 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts encountered in clinical practice. Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA547 Clinical Practice Seminar II 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups will consist of 5-10 students. Core Curriculum Component: None 281 Prerequisite(s): PA546(Clinical Practice Seminar I) PA555 Research Tools for the Physician Assistant 2 Semester Credits The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge base. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None 282 Prerequisite(s): None PA602 General Surgery Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 283 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA608 Elective Clinical Practicum II 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. 284 Core Curriculum Component: None Prerequisite(s): None PA622 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): None PHI – Philosophy PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 285 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI180 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities 286 Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. Core Curriculum Component: Humanities Prerequisite(s): None PHI295 Topics 4 Semester Credits This course introduces students to various topics in the field of philosophy. Students will explore primary texts and sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop their own perspectives on the topic(s) under investigation. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level) PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits 287 We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI365 Philosophy of Science 4 Semester Credits The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 288 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures) PHI399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 4 Semester Credits 289 Core Curriculum Component: None Prerequisite(s): None PHY – Physics PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) PHY107 College Physics I 4 Semester Credits This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course. Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course. Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus), MPL(Math Placement Level 3) PHY107L College Physics I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY107(College Physics I) *concurrent registration is required* PHY108 College Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) PHY108L College Physics II Lab 290 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY108(College Physics II) *concurrent registration is required* PHY116 Introduction to Physics 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) 291 Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level); PHY121(General Physics I) PHY122L General Physics II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None Prerequisite(s): None PHY245 Modern Physics 292 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II) PHY245L Modern Physics Lab 1 Semester Credits Laboratory experiments and projects provide students with an introduction to advanced instrumentation and experimental techniques used in modern science. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is required. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 1 Semester Credits Students will develop hands-on skills and experience through laboratory exercises and projects using modern test instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II) PHY295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None 293 PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 1 Semester Credits Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques). Core Curriculum Component: None Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II); MAT146(Calculus II) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 1 Semester Credits Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting, simulation, etc. Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY351 294 Classical Mechanics 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle kinematics. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY365 Electricity and Magnetism 4 Semester Credits Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic waves and Maxwell's equations in vacuum and in matter. Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHY396 Comprehensive Laboratory II 2 Semester Credits Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II) PHY397 Internship 2 Semester Credits 295 Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY484 Quantum Mechanics Supplement 2 Semester Credits A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional undergraduate quantum mechanics course. Core Curriculum Component: None Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special Functions of Mathematical Physics) PHY486 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) 296 PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL – Political Science POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 Introduction to Political Science 4 Semester Credits An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 297 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL282 Asian American Politics 4 Semester Credits Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 298 POL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy 4 Semester Credits This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’ participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as globalization and neoliberal economic policies applied in the region and how these – among other factors – have reshaped the role of governments and its relationship with constituents. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits 299 Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None 300 Prerequisite(s): None POL357 (Im)Migration, Gender and Social Change 4 Semester Credits At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of (im)migration in a Latin American context. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL359 Topics: Women in Comparative Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women 301 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian 302 and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL391 Seminar 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), 303 POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) POL484 304 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits 305 Core Curriculum Component: None Prerequisite(s): None PRP – Professional Psychology PRP701 Lifespan Development 3 Semester Credits This course focuses on the normative transitional aspects of development across the lifespan, including aspects of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are emphasized. Applications to the practice of clinical psychology will be considered throughout the course. Core Curriculum Component: None Prerequisite(s): None PRP702 Introduction to Diverse Populations 3 Semester Credits This course is designed to expose students to the current and historical experiences of diverse groups of people in the United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both didactic and experiential components, and students will be expected to consider our cultural, economic, and sociopolitical systems from multiple perspectives. Core Curriculum Component: None Prerequisite(s): None PRP703 Professional Issues: Ethics, Conduct, and the Law 3 Semester Credits This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning, APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures, confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment, therapy, forensics, and consultative and supervisory relationships. Core Curriculum Component: None Prerequisite(s): None PRP704 Cognition and Affective Processes 3 Semester Credits This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are considered. Clinical applications will be emphasized throughout the course. Core Curriculum Component: None Prerequisite(s): None 306 PRP705 Physiological Psychology 3 Semester Credits This course introduces brain-behavior correlates, the systematic function of the nervous system and basic psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these systems on behavior and psychopathology. Core Curriculum Component: None Prerequisite(s): None PRP706 History and Systems 3 Semester Credits This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The course will investigate how psychological thought has paralleled the development of western and non-Western thought, tradition, culture, religion, medicine, and social institutions. Core Curriculum Component: None Prerequisite(s): None PRP711 Professionalization Group I 1 Semester Credits During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g., library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered. Core Curriculum Component: None Prerequisite(s): None PRP712 Professionalization Group II 1 Semester Credits During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g., library, career services, training). Later, time is spent addressing core aspects of professional identity, including interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered. Core Curriculum Component: None Prerequisite(s): None PRP720 Statistics and Research I 307 3 Semester Credits This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This course provides an introduction to research methods in clinical and applied psychology, including classical and modern approaches to psychological measurement and test construction, psychotherapy process and outcome research, research ethics, bias and social justice in psychological research, and the application of research to psychotherapy practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well as developing a preliminary rationale for their CRP project, including research design and aims. Core Curriculum Component: None Prerequisite(s): None PRP721 Statistics and Research II 3 Semester Credits This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This course includes an overview of various research methods and statistical tests commonly used in clinical psychological research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and the methodological tools necessary for functioning as a local clinical scientist in applied settings. Core Curriculum Component: None Prerequisite(s): PRP720(Statistics and Research I) PRP730 Psychopathology I 3 Semester Credits This course concentrates on the description, etiology, assessment, and understanding of the moderate range of symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems, particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic interviewing, including a review of semi-structured interviews. Core Curriculum Component: None Prerequisite(s): None PRP731 Psychopathology II 3 Semester Credits This course concentrates on the description, etiology, assessment, and understanding of the moderate range of symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems, particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context of psychopathology. Core Curriculum Component: None Prerequisite(s): PRP730(Psychopathology I) 308 PRP741 Cognitive Assessment 3 Semester Credits This course introduces the student to the major approaches and techniques for intellectual assessment in children and adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation can be practiced. Core Curriculum Component: None Prerequisite(s): None PRP742 Objective Personality Assessment 3 Semester Credits This course introduces the student to the major approaches and techniques for objective personality assessment in adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated with the material covered in the lecture. Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment) PRP743 Projective Personality Assessment 3 Semester Credits This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation can be practiced. Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment) PRP800 Basic Intervention Skills 3 Semester Credits This course is designed to help students develop and refine the interpersonal skills necessary for being an effective clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is largely about application, and students are expected to practice these skills in the classroom. Assignments are largely related to the development of these basic skills. Core Curriculum Component: None Prerequisite(s): None PRP801 309 Cognitive Behavioral Theory and Therapy 3 Semester Credits This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly readings for this course. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP802 Person Centered and Experiential Theory and Therapy 3 Semester Credits This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills to help clients express and explore their experience. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP803 Psychodynamic Theory and Therapy 3 Semester Credits The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings. Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy. Case material is used to help students better understand the theories and techniques. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP804 Systems Theory and Therapy 3 Semester Credits This course is one of four required theory and therapy courses in the clinical psychology program. This course will examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic conceptualizations will include family systems, organizations, and communities. It provides an overview of systems theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g. families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This course includes didactic approaches and significant interactive and role-play components. Students are also expected to demonstrate knowledge of evidence-based practices in this domain. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP810 310 Assessment and Treatment of Children and Families 3 Semester Credits This course provides an overview of evaluation and treatment issues specific to children and families. Developmental psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and society on child clinical practice are also examined. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP811 Social Psychology 3 Semester Credits Concepts from research and theory in social psychology are presented for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized. Core Curriculum Component: None Prerequisite(s): None PRP812 Assessment and Treatment of Diverse Populations 3 Semester Credits This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and group experience and identity. Core Curriculum Component: None Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills) PRP813 Consultation and Supervision 3 Semester Credits This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are considered. Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment) PRP814 Capstone Integrative Seminar 3 Semester Credits Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on 311 practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course requires the successful completion of several tasks designed to demonstrate that the student is ready for internship. Core Curriculum Component: None Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy) PRP821 Practicum I - Assessment 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV). Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention Skills) PRP822 Practicum II - Assessment 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV). Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment) PRP823 Practicum III - Therapy 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that either the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not completed in a prior term it must be taken concurrently with PRP823. Core Curriculum Component: None Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap), PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment) 312 PRP824 Practicum IV - Therapy 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that either the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. Core Curriculum Component: None Prerequisite(s): PRP823(Practicum III - Therapy) PRP831 Advanced Practicum I 1.5 Semester Credits The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences, raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their professional identity. Core Curriculum Component: None Prerequisite(s): PRP823(Practicum III - Therapy) PRP832 Advanced Practicum II 1.5 Semester Credits The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences, raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their professional identity. Core Curriculum Component: None Prerequisite(s): PRP831(Advanced Practicum I) PRP850 Clinical Research Project Seminar 1 Semester Credits The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done considerable research and are in the process of writing their research proposal. Core Curriculum Component: None Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II) PRP851 Clinical Research Project 1 1 Semester Credits 313 The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5 modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to guide students through the process of completing the CRP. This course is designed to guide students through the completion of module 1. Core Curriculum Component: None Prerequisite(s): PRP850(Clinical Research Project Seminar) PRP852 Clinical Research Project 2 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal, received the approval of your chair to submit it to your committee for feedback, received your committee’s approval, submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research. If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process, you will develop skills in independent clinical research, including skills in research design, ethics, communication, and collaboration. Core Curriculum Component: None Prerequisite(s): PRP851(Clinical Research Project 1) PRP853 Clinical Research Project 3 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP, by the time you have completed this module, you will have collected most of your data and made any necessary revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in independent clinical research, including skills in research methods, data analysis, ethics, communication, and collaboration. Core Curriculum Component: None Prerequisite(s): PRP852(Clinical Research Project 2) PRP854 314 Clinical Research Project 4 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for review. In the process, you will develop skills in independent clinical research, including skills in research methods, data analysis, reporting of results, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP853(Clinical Research Project 3) PRP855 Clinical Research Project 5 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination of clinical research, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP854(Clinical Research Project 4) PRP859 Clinical Research Project Extension 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents an optional extension credit for students who were not able to complete their CRP on the typical timeline, through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP855(Clinical Research Project 5) PRP880 Topics 315 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP881 Topics 1.5 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP882 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP883 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP890 Predoctoral Internship 0 Semester Credits The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and achieve personalized goals for professional development in clinical work, and solidify their identities as professional clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful completion of the year-long internship, as certified by the internship site, students will have also successfully completed all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the duration of their year-long internship. Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy) PRP891 Predoctoral Internship Supplement 0 Semester Credits The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and achieve personalized goals for professional development in clinical work, and solidify their identities as professional 316 clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful completion of the year-long internship, as certified by the internship site, students will have also successfully completed all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the duration of their year-long internship. Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy) PSY – Psychology PSY100 Topics in Psychology 4 Semester Credits A topics-based psychology course for non-majors interested in applying psychological principles and methods to understand and analyze real-world events. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY105 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 317 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY205 Culture and Psychology 4 Semester Credits Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development, emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for faculty-led study abroad programs. Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences Prerequisite(s): None PSY215 Research Methods and Statistics I 4 Semester Credits Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY252 Adolescent and Young Adult Development 318 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Abnormal Psychology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. 319 Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY282 Industrial and Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group, and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 320 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. A grade of C- or higher in PSY 215 is required to enroll in PSY 315. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) 321 PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling Psychology 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) 322 PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None 323 Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY495 Clinical Research and Lab 4 Semester Credits Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on research projects. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) 324 PWC – Playwrights Center PWC300 Playwriting 4 Semester Credits An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’ Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and receiving creative feedback. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC310 Topics in Playwriting 4 Semester Credits An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’ Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of genre, musical theater writing, social justice theater, various play structures, and related topics. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC320 Writing for Television 4 Semester Credits An online television writing workshop taught from the perspective of a professional writer affiliated with the Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot creation, as well as professional development and issues in the field. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC330 Writing for Digital Media 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None RLN – Religion RLN100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits 325 This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning I Prerequisite(s): None RLN200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I) RLN201 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN202 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), 326 RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN209 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN214 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN216 Religion and Science in Popular Culture 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN221 Feminism and Christianity 4 Semester Credits Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Core Curriculum Component: Search for Meaning II 327 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN222 Spirituality, Religion, and Popular Culture 4 Semester Credits This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN230 Self, Sex and Sin: Human Person in Christian and Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN237 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN240 Religion and the Rise of Science 4 Semester Credits This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. 328 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN243 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN245 The Lutheran Heritage 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN251 The Bible in Culture and Counterculture 4 Semester Credits An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including the subversive role particular texts played as protest to the dominant culture in their original contexts and in later interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or undermine the prevailing social order. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN257 Heaven, Hell, and the End of the World 329 4 Semester Credits Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN261 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN272 Responsible Leadership in an Interfaith World 4 Semester Credits Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN275 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN276 330 World Religions 4 Semester Credits An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN290 Foundations for Public Ministry 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN295 Church: Past, Present, Future 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries. Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and "postmodern" Christians and churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN300 Religion and Vocation in the Public Sphere 4 Semester Credits This course will provide an introduction to the way religious and/or humanist commitments shape individuals and communities, and help them understand who they are and how they live in relation to the world around them. It will use the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these 331 commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism, Christianity, Islam, Hinduism, and Buddhism. Core Curriculum Component: Search for Meaning I Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status) RLN301 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN302 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN303 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN304 Contextual Learning in Ministry 3 Semester Credits This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304 each semester during their second and third year. Their responsibilities in their contextual learning sites will change each semester, therefore their reflection and subsequent learning will also change each semester. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Approved internship registration form) RLN319 Religion at the Movies 4 Semester Credits 332 Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN330 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN331 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN333 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN336 Latin American Liberation Theologies and Social Change 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. 333 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN340 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN342 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN343 Theology of Marriage and Family 4 Semester Credits An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN344 Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies 4 Semester Credits Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation theologies and their understandings of the divine as they relate to key social issues in the 21st century. This interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366. Core Curriculum Component: Search for Meaning II, Humanities 334 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN374 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN376 Religion and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of religion in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN390 The Art of Public Ministry 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: None 335 Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families) RLN399 Internship 4 Semester Credits The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an individualized reflection process with a faculty member round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices), YFM358(Life and Work of the Church) RLN400 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN401 Independent Study/Research 2 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN402 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN405 Christensen Scholar Seminar I 336 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN406 Christensen Scholar Seminar II 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN409 Topics 337 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN441 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) SCI – Science SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* 338 SCI110 Natural Science I 4 Semester Credits The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI114 Exploring Science and Engineering 4 Semester Credits This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major (biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science courses such as BIO 151 and CHM 115. Core Curriculum Component: Natural Sciences and Mathematics (Lab) 339 Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*, MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course required if at MPG4) SCI123 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI301 Science in the World 1 Semester Credits A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which explores modes of discourse and sets of expectations common to upper-level science courses. Core Curriculum Component: None Prerequisite(s): None SCI490 Integrated Science 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) 340 Core Curriculum Component: Keystone Prerequisite(s): None SOC – Sociology SOC111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Sociology 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC197 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. 341 Core Curriculum Component: None Prerequisite(s): None SOC240 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Love, Intimacy, and Sexuality 4 Semester Credits Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and sexual identities? Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits 342 Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None Prerequisite(s): None SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC349 Organizations and Society: Understanding Nonprofits and Corporations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. 343 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology) SOC362 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); SOC121(Introduction to Sociology) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC380 Disaster and Resilience 4 Semester Credits 344 Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology) SOC381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC390 Social Problems Analysis 4 Semester Credits How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC395 Mental Illness and Society 4 Semester Credits What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a social phenomenon. 345 Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology), SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning), SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society), SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research); SOC121(Introduction to Sociology) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 346 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Sociology) SPA – Spanish SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA114 Spanish for Ministry I 4 Semester Credits If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to church and public theology settings, such as migrant ministries. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None 347 Prerequisite(s): None SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA218 Spanish for Health Care Professionals 4 Semester Credits This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions. Content will include common scenarios and practice cases from the different health care fields as well as an introduction to the Mexican cultural context in which health care services are provided Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA220 Business Spanish 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 348 SPA225 Spanish for Heritage Speakers I 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): SPA212(Intermediate Spanish II) SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None 349 Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) 350 SPA334 Contemporary Mexican Literature 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA352 Survey of Spanish Literature I 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. 351 Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA357 Central American Literature 4 Semester Credits This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language Placement) SPA360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None 352 Prerequisite(s): SPA212(Intermediate Spanish II) SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE – Education SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. 353 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits 354 This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE501 Historical and Contemporary Issues in American Indian Education 4 Semester Credits This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 355 SPE502 American Indians and Special Education 4 Semester Credits This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE503 Assessment of American Indian Learners 4 Semester Credits This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE504 Working with American Indian Families and Communities 4 Semester Credits This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE505 Manifestation of Multigenerational Trauma and Internalized Oppression 4 Semester Credits This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 356 SPE506 Indigenous Learners 4 Semester Credits This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE507 Indigenous Methods of Instruction: Practical Application 4 Semester Credits Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE508 Professional Issues and Development 2 Semester Credits This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE509 Literacy Instruction for American Indian Learners with Exceptionalities 4 Semester Credits This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 357 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 358 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE550 Autism Spectrum Disorder: Advanced Issues and Programing 3 Semester Credits This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to instructional design across settings using evidence-based practices. Students will research and explore issues that affect individuals with ASD and their families. Core Curriculum Component: None Prerequisite(s): None SPE551 Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder 3 Semester Credits This course focuses on programming for students with communication and social skills issues characterized by the autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication and social skills. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required* SPE552 Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder 3 Semester Credits This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies. Includes state and federal requirements for behavior intervention planning, programming and responding. The course aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an equitable and inclusive learning environment. Core Curriculum Component: None 359 Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*, SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required* SPE553 Advanced Field Placement in Special Education 1 Semester Credits Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD). Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher organizations is required while student teaching. Students may need to complete extra weeks to demonstrate competency in the standards. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP – Study Abroad SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): SPP(Study Abroad/Away Approval) SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK – Social Work SWK100 360 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK261 Social Welfare: The U.S. Mexican Context 4 Semester Credits To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic, political, and cultural histories of both countries and their complicated relationship. It is important to understand the role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year. Core Curriculum Component: None Prerequisite(s): None SWK271 Comparative Social Policy: Social Policy and Social Change in Mexico and the United States 4 Semester Credits This course prepares Social Work students to function as informed and competent participants in efforts to change social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy formation, implementation, and analysis. The course will examine the influence of values and ideology of the two countries on these processes. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits 361 This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None 362 SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 4 Semester Credits Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK396 363 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 364 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 365 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits 366 This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK518 Foundation of Addictions 2 Semester Credits This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to substance use disorders. Core Curriculum Component: None Prerequisite(s): None SWK519 Motivational Interviewing 2 Semester Credits In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety of teaching modalities, students will develop motivational interviewing skills. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None 367 Prerequisite(s): SWK530(Integrated Field Seminar 1) SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2: MCCP 2 Semester Credits 368 These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK622 MCCP Field Seminar 5: LADC 2 Semester Credits Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or mental health services. The goal is to strengthen students' sophistication in understanding the interconnections between culturally appropriate theory and practice skills, substance use and mental health disorders. Core Curriculum Component: None Prerequisite(s): None SWK628 Multicultural Clinical Practice (MCCP) with Individuals 3 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family 369 types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 MCCP Policy Practice 3 Semester Credits In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. Core Curriculum Component: None Prerequisite(s): None SWK631 Multicultural Clinical Practice (MCCP) with Groups 3 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None 370 SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK657 Diversity and Inequality 1: MCMP 2 Semester Credits 371 These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK658 Diversity and Inequality 2: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK660 Multicultural Macro Practice (MCMP) Research Methods 3 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits 372 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK670 Multicultural Macro Practice (MCMP) Policy 3 Semester Credits This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Core Curriculum Component: None Prerequisite(s): None SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None 373 Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None Prerequisite(s): None THP – Theater THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 374 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) 375 THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. 376 Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large Project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP152 Theater Practicum: Costume Running Crew 377 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR – Theater THR116 Acting and Improvisation for Non-Majors 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 Introduction to Stagecraft 4 Semester Credits 378 An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR229 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): THR228(Introduction to Stagecraft) THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits 379 An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Pan-Asian Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None 380 THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR273 Latinx Theater and Performance 4 Semester Credits In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order to understand how Latina/os challenge mainstream representations through theatre and performance, and how they articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and heterosexist constructions of Latinidad. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques, and fabric types, as well as introductory techniques in stage makeup application and design. 381 Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design) THR285 Scenery Design 4 Semester Credits Scenery Design is an introductory study of the theater scene design process and the practical application of expressing your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and experiential project work. This is a project-based class. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR294 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 Playwriting I 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 382 THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR355 Performing Shakespeare 4 Semester Credits Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s plays. Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater) THR361 Theater Histories: Origins to 1800 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater Histories: 1800 to the Present 4 Semester Credits 383 A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to the Present) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR367 New Methodologies of Stage Direction and Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR398 Internship 384 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR490 Theater Keystone: Exploring Vocation and Artistic Practice 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites: THR 250 and Junior or Senior class standing Core Curriculum Component: Keystone Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB – Urban Studies URB111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Social and Behavioral Sciences 385 Prerequisite(s): None URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) URB395 Topics in Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 386 URB399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WEL – Health, Physical Education and Exercise Science WEL100 Foundations of Wellness 1 Semester Credits This course is required of all Augsburg students. The class is designed for students to understand the need and assume the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management. Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and reduces stress. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None WEL103 Recreational Wellness: Badminton 1 Semester Credits This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL104 Recreational Wellness: Bicycling 1 Semester Credits This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class. 387 Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL105 Recreational Wellness: Power Yoga 1 Semester Credits This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit training regimes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL106 Recreational Wellness: Bowling 1 Semester Credits The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also include team and individual competition. Students bowl two games each class session. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL107 Recreational Wellness: Fitness Walking 1 Semester Credits This course incorporates cardiovascular fitness into various walking regiments. Students will understand and demonstrate basic skills and fitness strategies, while engaging in routine walking routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL108 Recreational Wellness: Golf 1 Semester Credits This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental benefits of playing golf are highlighted. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL109 Recreational Wellness: Kettle Bells 1 Semester Credits This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements. Core Curriculum Component: Recreational Wellness 388 Prerequisite(s): None WEL110 Recreational Wellness: Pilates 1 Semester Credits This course will incorporate muscular endurance and flexibility into various Pilates regiments. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL111 Recreational Wellness: Racquet Sports 1 Semester Credits This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and doubles strategies in badminton, pickleball, and racquetball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL112 Recreational Wellness: Basketball 1 Semester Credits This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is to promote physical fitness through basketball and encourage recreational level participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL113 Recreational Wellness: Volleyball 1 Semester Credits This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball. The students will practice and perform the skills in a recreational to intermediate competitive environment. Students will also become aware of the physical and social benefits associated with active participation in volleyball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL114 Recreational Wellness: Soccer 1 Semester Credits This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and coaching the sport. Core Curriculum Component: Recreational Wellness Prerequisite(s): None 389 WEL115 Recreational Wellness: Walk, Jog, Run 1 Semester Credits This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL116 Recreational Wellness: Weight Training 1 Semester Credits This course seeks to improve the student's knowledge and understanding of the components of weight training and how they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL117 Recreational Wellness: Women's Weight Training 1 Semester Credits This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL118 Recreational Wellness: Yoga 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL119 Recreational Wellness: Latin Dance 1 Semester Credits This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba, and bachata and execute basic steps and patterns individually and with a partner. Core Curriculum Component: Recreational Wellness Prerequisite(s): None 390 WEL120 Recreational Wellness: Canoeing and Paddling 1 Semester Credits Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL121 Recreational Wellness: Rock Climbing 1 Semester Credits This course provides an overview of the various traditions of climbing along with participation in basic skills, safety procedures, and conditioning necessary for successful climbing. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL122 Recreational Wellness: Hiking 1 Semester Credits This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL123 Recreational Wellness: Tennis 1 Semester Credits This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles and doubles play. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL124 Recreational Wellness: Introduction to Dance 1 Semester Credits This course provides an overview of the various traditions of movement within dance. Students will participate in basic skills and express themselves through movement. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL125 Recreational Wellness: Karate 391 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL126 Recreational Wellness: Aerobics 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL127 Recreational Wellness: Pickleball 1 Semester Credits This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for singles and doubles play. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL128 Recreational Wellness: Ice Skating 1 Semester Credits This course is designed to teach students the physical benefits associated with recreational ice skating. Students will learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL129 Recreational Wellness: Ultimate (Frisbee) 1 Semester Credits This course addresses the skills and strategies used in Ultimate (Frisbee). Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL130 Recreational Wellness: 5K or Half Marathon Training 1 Semester Credits Core Curriculum Component: Recreational Wellness 392 Prerequisite(s): None WEL131 Recreational Wellness: Net Games 1 Semester Credits This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL132 Recreational Wellness: Field Games 1 Semester Credits This course will include but not limited to: lacrosse, soccer, and ultimate frisbee. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL150 Recreational Wellness: Student Designed 1 Semester Credits This course is designed to improve proficiency in one or more selected activities. Students will understand and demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended between an in-person lab experience and online discussions and reporting. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL160 Foundations of Wellness-Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Foundations of Wellness Prerequisite(s): CONSENT(Consent of Instructor) WEL170 Recreational Wellness-Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Recreational Wellness Prerequisite(s): None 393 WEL204 Recreational Wellness: Advanced Bicycling 1 Semester Credits This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an advanced pace. Basic bike maintenance skills and information are also addressed in this class. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL213 Recreational Wellness: Advanced Volleyball 1 Semester Credits This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should have advanced volleyball experience. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WST – Gender, Sexuality and Women’s Studies WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Introduction to Gender, Sexuality, and Women’s Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST220 Topics in Gender and the Humanities 4 Semester Credits Examination of specific topics related to gender and the humanities not covered in other lower-division Gender, Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None 394 WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits 395 This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies 4 Semester Credits Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation theologies and their understandings of the divine as they relate to key social issues in the 21st century. This interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 (Im)Migration, Gender and Social Change 4 Semester Credits At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of (im)migration in a Latin American context. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None 396 WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 In the Aftermath of War: History, Memory and Transitional Justice in Central America 4 Semester Credits The objective of this course is to analyze the use of history and memory during the transition from war to peace in Central America. The course will address the case of Guatemala, focusing on the social and political events that took place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples conceptualization of memory, justice, reparation, and peace. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness— economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None 397 WST366 Latin American Liberation Theologies and Social Change 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits 398 This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: Keystone Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YST – Youth Studies YST210 Rethinking Children and Youth 4 Semester Credits Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the 20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low expectations of children and youth in society. We will then construct a new framework that will enable us to understand and engage young people as powerful, contributing members of society. Core Curriculum Component: None Prerequisite(s): None YST320 Working with Children and Youth 4 Semester Credits This course will provide students with practical perspectives and experiences in work with children and youth. We will cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements in work with youth and children. This course has a significant service learning requirement. Core Curriculum Component: None Prerequisite(s): YST210(Rethinking Children and Youth) 399
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Title: Augsburg University Undergraduate Catalog, 2023-2024
Collection: Course Catalogs
Search Result: Introduction Undergraduate Catalog 2023-2024 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for...
Show more Introduction Undergraduate Catalog 2023-2024 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2023–Summer Semester 2024. It is subject to change without notice. The catalog is intended to complement other university publications including the Student Guide and university website. It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2023 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg University, or consider doing so, please know that those of us who await you here find the university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, PhD President 2 About Augsburg University At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society—their vocation. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester, Minnesota, are extended campuses for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. Campus Location Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis-St. Paul International Airport. History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Established a Direction 3 August Weenaas was Augsburg’s first president (1869–76). Professor Weenaas recruited two teachers from Norway: Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 150 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876–1907), required students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The college’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938–62). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the college was achieved in 1954. A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963–80), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place. Charles S. Anderson led the college next (1980–97). He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at college-sponsored forums and events, increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the James G. Lindell Library. 4 William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning site was added in 1998, further expanding Augsburg’s presence in key cities in the state of Minnesota. Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1, 2017. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: ● ● ● An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about graduate programs, visit augsburg.edu/grad. Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus, Augsburg has a learning site in Rochester, Minnesota, and international locations around the world. Centers of Commitment The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both internally and externally. These centers are: ● ● ● ● Center for Global Education and Experience Sabo Center for Democracy and Citizenship Christensen Center for Vocation Strommen Center for Meaningful Work Each center provides a bridge between curriculum and community; each works to realize the university’s strategic intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-Based Day Program Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC is a five-college consortium that allows day program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities section). Adult Undergraduate Program Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. 6 Minneapolis – Adult Undergraduate Program Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom instruction with the convenience of online learning. Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors. Rochester – Adult Undergraduate Program Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester, MN, 55904. In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based evening courses. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from Lindell Library databases to the use of online course management software. Information about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama, and Communication. Admissions Office—The Admissions Office is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Accessible Student Services (CLASS), and TRIO/Student Support Services. Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to two-bedroom suites. Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker 8 Room, the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP® collegiate recovery program, Institutional Advancement offices, the Alumni Relations Offices, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure they are meeting standards for educational quality for the degrees they offer. Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality. Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited or approved by the appropriate agencies. Agency Description Degree Programs Accreditation Council for Business Schools and Programs (ACBSP) Global accreditor for business education MBA BA Accounting, Business Administration (Music Business), Business Administration/Economics, Finance, International Business, Management, Management Information Systems, Marketing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Accredits physician assistant programs in the United States MS Physician Assistant Studies American Music Therapy Association (AMTA) Advanced the music therapy profession and approves music therapy degree programs BS Music Therapy Master of Music Therapy American Chemical Society (ACS) Scientific organization for advancing chemistry practice, approves baccalaureate chemistry programs BS Chemistry American Psychological Association Commission on Accreditation (APA-CoA) Scientific and professional organization for psychology in the United States, accrediting doctoral programs in clinical, counseling, and school psychology Doctor of Psychology Commission on Collegiate Nursing Education (CCNE) National accreditor for baccalaureate, graduate, and residency/fellowship programs in nursing BS Nursing MA Nursing Doctor of Nursing Practice Council on Social Work Education (CSWE) National accrediting agency for social work education in the United States Bachelor of Social Work Master of Social Work Minnesota Board of Nursing State board that approves nursing programs and regulates licensure DNP – Family Nurse Practitioner 10 National Association of Schools of Music (NASM) National accreditor for undergraduate, graduate, and other credentials for music and music-related disciplines BA Music BS Music Therapy Bachelor of Music Master of Music Therapy Professional Educator Licensing and Standards Board (PELSB) Approves programs in Minnesota that prepare candidates for teacher licensure BA/BS Elementary Education BA English as a Second Language BA Special Education: Academic Behavioral Strategist (See Education Department for full list of approved programs for licensure and endorsements) Augsburg University is also an institutional member of the following associations Agency Description American Association of Colleges and Universities (AAC&U) Advances the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education American Association of Colleges of Teacher Education (AACTE) Represents institutions dedicated to high-quality evidence-based preparation of educators who are ready to teach all learners American Association of Higher Education (AAHE) Dedicated to the advancement of higher education Associated Colleges of the Twin Cities (ACTC) Consortium of private liberal arts colleges in the Twin Cities of Minnesota that shares academic programs and promotes student exchange Campus Compact National coalition of colleges and universities committed to building democracy through civic engagement and community development Council of Independent Colleges (CIC) Association of independent nonprofit colleges and universities that provides services to improve the quality of education, administrative, and financial performance Lutheran Education Conference of North America (LECNA) Promotes cooperation among Lutheran colleges and universities in the United States and Canada Minnesota Private College Council Represents the private liberal arts colleges of Minnesota 11 National Council of Schools of Professional Psychology (NCSPP) Advances the development of the highest quality of graduate training in professional psychology Physician Assistant Education Association (PAEA) Works to ensure quality physician assistant education Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the University, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Vice President for Student Experience and Success Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has Deputy Officers: Deputy Officer for Students: Mike Grewe | Dean of Students Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Discrimination and Bias Reporting Augsburg University strives to create a welcoming and inclusive environment for all students, staff, faculty, and guests. However, like any community, there are times when inappropriate, hurtful, and/or harmful incidents take place. Please let us know if you or someone you know have experienced discrimination, bias, and/or hostility. 12 View Augsburg’s Discrimination and Bias Policy to learn more. To report an incident, use the Discrimination and Bias Reporting form. Additional information about the reporting process can be found in the Augsburg Student Guide. Questions or concerns can be directed to the Equity and Inclusion Initiatives Department. Contact Information: Joanne K. Reeck Vice President for Equity and Inclusion | ADA/504 Compliance Officer 612-330-1126 | inclusion@augsburg.edu Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The university will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate educational interests. A school official is a person employed by the university in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s email address The student’s date and place of birth 13 ● ● ● ● ● ● ● ● ● The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 14 Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University follows the terms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Professional Licensure Standards Disclosure For all programs at Augsburg University which have the potential to lead to professional licensure, students are responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional licensure or certification, in any field, in any jurisdiction. Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to additional coursework and training, supervised clinical experiences, and successful passage of state or national exams. Other licensure requirements may include background checks, years of work experience, fingerprinting requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time. For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg University Professional Licensure Disclosure website. As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office. Student Rights The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A university-provided email account is the official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the university-provided email account. Students should regularly check their email account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded email account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day program students may request a campus mail box. Students should check their campus mailbox regularly. 15 Admission Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg University. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Visit Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:00 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional undergraduates, and graduate students. Application Procedures First-year Day Program Students Application for Admission ● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or commonapp.org without any fee.. ● Students with an unweighted GPA of 2.75 or higher are automatically admitted through the Augsburg Applies to 2U (direct admission) process. Students with a GPA of 2.74 or below will be evaluated and reviewed through the standard, holistic review process. Transcripts ● An official transcript from the high school is required of first-year applicants. o Students with a 2.74 or lower GPA must submit an official transcript. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final and official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent prior to registration and orientation. General Education Development (GED) scores may be presented instead of the high school transcript. o For students with a 2.75 or higher GPA (who qualify for direct admissions), will need to submit an unofficial transcript at the time of applying. An official transcript will be required upon enrollment to the University. Test Scores ● Beginning in Fall 2021, submission of ACT or SAT test scores are no longer required for incoming (first-year or transfer) students applications. For more information please refer to our Test-Free Admissions Policy. For additional information please refer to Augsburg’s Admission Application Requirements. Recommendations ● Letter(s) of recommendation are no longer required for admission but may be requested by discretion of the admissions office. 16 Essay ● First Year applicants may be asked to submit written responses to essay questions if they do not qualify for the direct admissions process. Additional Information ● If there is additional information that may have affected the applicant’s previous academic performance, it may be included within the application and discussed individually with an admission counselor. On occasion, the Admission Committee may defer a decision on a candidate’s admission until additional information has been received. For example, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admission will inform the candidate. Notification of an Admission Decision ● Under direct admissions, or Augsburg Applies 2U program, students with a 2.75 or higher GPA will be notified immediately of their admission decision. Students who are applying to Augsburg outside of those programs, will be notified within two weeks after the application file is complete and has been evaluated. Notification is on a rolling basis and begins in September. Confirmation of Admission ● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission. Students who wish to live in university housing must submit a housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Office of Admission and consult the specific department’s section of this catalog. Undergraduate Day Transfers Information regarding transfer credit policies is found in the Academic Information section of the catalog. Application for Admission ● Students should complete the application for admission, including the essay question(s), and submit them to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Recommendations ● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or spiritual leader. Additional Information ● If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admission counselor. Academic recommendations may be required by the Admission Committee before an admission decision is made. On occasion, the Admission Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admission Office will inform the candidate. 17 Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Adult Undergraduate Students Information regarding transfer credit policies is found in the Academic Information section of the catalog. The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are required to meet the following requirements for admission consideration for any Adult Undergraduate program: ● ● ● Have a minimum of 12 transferable credits and Are applying to one of the 11 eligible Adult Undergraduate majors and Students must meet one of the following requirements: o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or more transferable credits o Have 3+ years full-time work experience since high school graduation o Have 3+ years of significant family care commitment since high school graduation o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation o Have military service since high school graduation o 24 years or older at the date of matriculation AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg University advisor when considering the Adult Undergraduate program. Application for Admission ● Students should complete the application for admission and submit it to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer or commonapp.org. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Readmission Augsburg students who are in a withdrawn status must apply for readmission through the Registrar’s Office to resume attendance. Readmitting students do not pay an application fee. See the Return to Campus policy for more information. 18 Non-Degree Students Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admission Office. Second Degree Students Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. We welcome students from all over the world wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United States will be considered an international applicant. For admission and/or financial aid questions, please contact us by emailing internationaladmissions@augsburg.edu or calling 612-330-1359. Foreign Credential Evaluation Students who have attended a college or university outside of the United States are required to submit international transcript(s) accompanied by a professional credit evaluation. This evaluation should include the following: ● ● ● ● Course-by-course evaluation to show a complete course listing with credit values and grades received for each course Calculation of grade point average to demonstrate the cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0 Translation to English (if applicable) Analysis of credentials (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept evaluations from any member of the National Association of Credential Evaluators (www.naces.org). 19 Financing Your Education The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published on the Student Financial Services website. Fees (full-time enrollment) The standard program fees are the Student Activity Fee, Technology Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full-Time Cost – Fall and Spring 2023-2024 Semester Year ● ● ● $21,571.00 $400.00 $1,348 per credit $43,142.00 $800.00 $5,392 per 4 credits $1,348 per credit $222.00 per term $5,392 per 4 credits Tuition – Full-Time (12-19 credits per term) Fees – (12-19 credits per term) Overload Fee – (over 19 credits) Part-Time Cost – Fall and Spring 2023-2024 ● ● Tuition –Part-Time (less than 12 credits) Fees – (less than 12 credits) Other Costs ● ● Audit Fee (taking a class for no credit) Music Lesson Fees o ½ Hour Lesson o 1 Hour Lesson $1,000.00 per course $400.00 $800.00 Room and Board Costs ● ● Detailed housing rates are available through Residence Life Office at www.augsburg.edu/residencelife/rates. Detailed meal plan rates and flex point options can be found at https://www.augsburg.edu/residencelife/rates/. Adult Undergraduate Tuition and Fees Tuition and fees are published on the Student Financial Services website. Tuition Students are charged per credit. Students are charged based on their program regardless if they take a course through a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. ● ● Adult Undergraduate - Minneapolis Adult Undergraduate - Rochester $460.00 per credit $460.00 per credit 20 $1,840.00 per 4.0 credits $1,840.00 per 4.0 credits Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via email. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid programs. 21 The primary responsibility for financing a university education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need additional information about any of these programs. In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans. ● ● Federal Direct Student Loan o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. ● Federal College Work Study Program and Minnesota State Work Study Program o Under these programs, the federal or state government supplies funds on a matching basis with the university to provide part-time work opportunities. 22 Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. 23 Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the university, the withdrawal date will be the last date of academic activity determined by the university. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they 24 ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. 2. 3. 4. 5. 6. Unsubsidized Direct Loan Subsidized Direct Loan Direct PLUS Loans Federal Pell Grants Federal Supplemental Educational Opportunity Grant (SEOG) TEACH Grant Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that all of your financial aid has been applied to your account and nothing is left pending.) Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students do not need to request a bookstore account. Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess 25 financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for Additional Funds Full Name: Student ID number: Additional request: Students will receive an email when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Eligibility Due to a Drug Offense A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.] A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs First offense: one year from the date of conviction Second offense: two years from the date of the second conviction Third offense: indefinitely from the date of the third conviction For the sale of illegal drugs First offense: two years from the date of conviction Second offense: indefinitely from the date of the second conviction A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: 26 ● ● ● ● The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 27 Residence Life Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items: ● Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Facilities Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upper class students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks, and dressers. 28 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a meal-to-go program for those on a tight schedule. Students have the option of using one meal exchange each week at Einsteins or Nabo to supplement the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. 29 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the university and the surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg will add dimension to their education. There are over 50 student organizations that students can join, and students may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Campus Life About Campus Life Mission Statement Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg community. Philosophy Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new students as well as through leadership and developmental education. Program Areas Campus Involvement Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University. It advocates for ideas, concerns, needs, and activities of the Day Student Body. Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies, and much more. 30 Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards, including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients. Student organizations provide students the opportunity to become involved in various interests, passions, and activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an organization around a common purpose while making an impact on both the Augsburg and greater community. Commuter Student Life The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to gather, study, watch television, play games, and just relax. Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson Residence Hall and the ground floor of Science Hall. Leadership Development Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater communities. Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness, knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments for incoming first-year and transfer students by learning to work across social identities and backgrounds while implementing orientation programming. Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of leadership. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about university resources and services; and get a taste of life on campus. Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg University. Students will learn about university resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg University. Military and Veteran Services The Student Veteran Representative is available to provide assistance to active military personnel and student veterans around concerns such as financial aid, military benefits, and student programming. To connect with them, email studentvetrep@augsburg.edu. The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who are active military personnel and student veterans to lounge, study, and connect with each other. 31 Campus Ministry At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a university of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, vocational discernment or information. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are examples of the wide variety of activities on campus. Community Engagement The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We equip students, faculty, staff, and community members to address public issues, make change, and build a more trustworthy democracy. Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape their lives and communities. The Sabo Center serves as a: Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting campus and community through partnerships, classes, and more. Leadership Incubator: We cultivate transformational public leadership through programs that build individual and collective power. Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make change in their own communities. Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and democracy building. Utilizing a public work framework, we engage with students, scholars, and community members to co-create democracy in our communities and in our institutions. Bonner LEAD Fellows In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called Bonner LEAD Fellows (Leaders for Equity, Action, and Democracy). Through this program, students have paid positions in community based organizations and community serving programs. Those selected to be Bonner LEAD Fellows are students with diverse racial, ethnic and geographical backgrounds and experience in community and public work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on and off campus. Campus Kitchen Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: ● Food to Share 32 o ● ● Meals served and grocery bags distributed by student employees, volunteers, and service learners to youth programs, seniors, and community centers. Most of the meals are created with the surplus food from Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes. Food to Grow o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community members to grow their own food. Communal plots are open for anyone to harvest from, and excess produce is incorporated into the meal program. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and on campus. Participants learn about the connections between food, health, and the environment; and develop cooking and gardening skills. Environmental Stewardship Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic, and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental changes in our practices, facilities, curriculum, and campus culture. Community Engaged Learning Community Engaged Learning provides students with opportunities to understand and respond to social issues through course-embedded service experiences and civic engagement activities. A key component of community engaged learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. Workshops The Sabo Center offers workshops and training sessions on topics related to civic, community organizing, and political engagement. Workshops are open to students, staff, faculty, and community members. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Life, Equity and Inclusion Initiatives, American Indian Student Services, Latins Student Services, LGBTQIA+ Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, University Events, the Copy Center, Shipping and Receiving, Dining Services, and Mail Services. 33 The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this area for student organization use. Day Student Government The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of Augsburg University. 34 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, Library and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Resources Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, https://sites.augsburg.edu/techdesk/, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready 35 student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work The Clair and Gladys Strommen Center for Meaningful Work provides career education and planning services that equip students to make effective choices about their major and career path. We help students develop lifelong career management skills that honor their unique gifts and aspirations, aligned with active citizenship in the world. The Strommen Center plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation. We help students and alumni: ● ● ● ● ● ● ● ● ● Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships ● ● Internships for Academic Credit o An internship for credit is a carefully planned, work-based learning experience where a student focuses on specific learning objectives. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will fulfill the Augsburg Experience graduation requirement. Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register for the internship during the term in which they will be completing the experience, set learning goals, complete a minimum 36 ● of 80 hours, and reflect on their experience. Strommen Center staff supervise non-credit internships and evaluate the reflection process. Work Connections (Available to AU students only) o Work Connections is a non-credit option available to AU students who are currently working full or part-time. The Work Connections option allows AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their project and reflection work. Students write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Strommen Center staff supervise and evaluate the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating units: Academic Advising The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies, procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers academic progress questions, and provides comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting). Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year, students declare their major and are assigned to a faculty mentor in their major department, developing the faculty-student mentoring relationship. While all students are required to meet with their faculty mentor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Auggie Achievers Program Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in one of several courses designed to develop and enhance important study habits and life skills needed to aid in academic success. In addition, the program helps students transition to college through one-on-one meetings with their academic advisor. Tutoring/Supplemental Instruction Services Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Visit the Academic Advising website for a list of available courses and/or to complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an email as soon as a tutor is available. Satisfactory Academic Progress Probation Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all 37 necessary requirements as outlined on the Academic Advising website. For more information see the Satisfactory Academic Progress (SAP) section of this catalog. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic standing, and graduate within six years. The program serves students who are low-income, first-generation college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff advisor to address academic success issues through: ● ● Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building Academic degree planning, including registration planning each term, major and career decision-making, and long-term course planning 38 ● ● ● ● ● ● ● ● ● ● ● ● ● Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring, with interventions when needed Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS Weekly progress meetings for students on SAP Probation Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term university coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $6,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in: ● ● ● ● ● ● ● ● ● A motivated, diverse, and supportive learning community; Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated national fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; 3-Day Graduate School Application Bootcamp Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide. Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and pre-health science opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: 39 Undergraduate Research ● Summer Research Program URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $6,000, a supply budget and a housing stipend. ● Academic year research $1,200 to pursue scholarship with a faculty mentor ● Off-campus Summer Research Opportunities URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: ● ● ● ● ● ● ● ● ● ● ● ● ● ● Fulbright U.S. Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Global Grant Marshall (two-year study at UK institution) Udall ($7,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Obama Voyager Scholarship Public Policy and International Affairs Pickering, Payne and Rangel Fellowship Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for: ● ● Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) Other Initiatives ● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity. ● Fund student travel to national academic conferences to present research findings. ● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property. Bernhard Christensen Center for Vocation Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with students, faculty, staff, and off-campus partners to explore how each person’s contributions can be uniquely valuable and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as through the center’s various initiatives. The Christensen Center for Vocation is committed to working with diverse religious communities, nonprofit 40 organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. StepUP® Program The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery focuses around students developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff as well as mental health staff, and participate in community-building activities. Students have access to campus support services in order to ensure their educational success. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that students form while participating in the program last a lifetime. In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student agreement, and live in StepUP housing. Multicultural Life The Department of Multicultural Life strives to be a national leader in multicultural student success and social justice education within higher education. Through collaboration with key departments, offices, and individuals; the development and implementation of cultural- and social-critical educational programming; and the focused mentoring and support of historically underrepresented student populations, the department works to co-create a university environment that allows for all members to fully engage in the entirety of their collegiate experience. MLife is the sister department of Equity and Inclusion Initiatives (EII). EII’s department mission is to facilitate the creating and maintaining of a University environment that affirms, engages, and values the wholeness of all individuals so that they may fully immerse themselves in the Augsburg experience. Multicultural Life Programs: ● ● ● ● ● American Indian Student Services Latinx Student Services LGBTQIA+ Student Services Pan-Afrikan Student Services Pan-Asian Student Services For more information, visit the Multicultural Life website. American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg University since 1978. For more information, visit https://www.augsburg.edu/aissp/. Latinx Student Services Originally established in January 1994 to support a growing population of international and second generation Hispanic and Latinx students, the office of “Hispanic/Latino Student Services” was rebranded in 2017 to “Latinx Student Services” in recognition of the changing demographics and varied needs of current Latinx students at Augsburg University. 41 For more information, please visit https://www.augsburg.edu/lss/. LGBTQIA+ Student Services Originally a student group named BAGLS (Bi-sexual and Gay Lesbian Services), Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services was transformed into a program when the first permanent staff person was hired in 2003. Now LGBTQIA+ Student Services works to improve the campus climate for all students at Augsburg University by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. For more information, please visit www.augsburg.edu/lgbtqia. Pan-Afrikan Student Services Pan-Afrikan Student Services traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to the Civil Rights era through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born and it has evolved over the years into Pan-Afrikan Student Services. For more information, please visit https://www.augsburg.edu/panafrikan/. Pan-Asian Student Services The Pan-Asian Student Services program was created at Augsburg University in 1992 to help recruit and retain Asian-American students and to enhance the quality of their overall collegiate experience. For more information, please visit https://www.augsburg.edu/panasian/. Financial Assistance Multicultural Life Scholarships recognize returning underrepresented undergraduate students in the Day program. Students who are eligible and awarded will receive a $2,500 – $5,000 (depending on the scholarship) annual, renewable award. These scholarships are for returning students of American Indian, Latinx, Pan-Afrikan, and Pan-Asian descent and/or a student who has participated, demonstrated record of and/or potential for leadership and awareness within the communities mentioned above. Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. 42 Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term, confidential, strengths-based counseling, from a stance of cultural humility which seeks to honor each student’s goals, cultural background, and identities. Counseling services are provided by licensed counselors with extensive experience working with a college population. Counseling is free, confidential, and available to all students enrolled at Augsburg. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to additional campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. If CWC staff are not the right source of support for addressing a student’s concerns, assistance with referrals to community support and specialized services is available. CWC also offers wellness educational programs for the Augsburg community. This includes activities and events to increase student awareness and utilization of health and wellness related skills and tools. CWC staff collaborate with classes, departments, and student groups to support the overall health and well-being of the Augsburg community. A weekly Wellness Wednesday series offers opportunities to de-stress, develop connections, and learn about wellness related tools and skills. To find out more about wellness related activities offered by CWC throughout the year, follow them on instagram @augsburgcwc. Health Insurance Augsburg University does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and Counseling for more information on student health insurance plans. Health Clinic Services The university offers basic health care services to students through a contract with The People’s Center, located just across the street from campus. For students without health insurance, People’s Center provides certain clinic health services (addressing basic health concerns, some immunizations, flu shots) with a minimal $5 co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and People’s Center. People’s Center has dedicated staff available to assist students in accessing insurance if they would like to explore that option. Students with health insurance can also access People’s Center for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-330-1707 or visit www.augsburg.edu/cwc. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall, the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible 43 Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their immigration status while completing their academic programs. Examples of ISSS responsibilities include: ● ● ● ● ● ● ● ● Advising students in all areas related to F and J immigration regulations Managing the recruitment, application, orientation, registration and advising for exchange students from our international partner schools Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, intern with community organizations in Northern Ireland, do an internship in Namibia, door gain fluency in a foreign language in many countries around the world. Programs vary in length from one week to a year abroad. Schedule a virtual or in-person appointment to learn how you can study abroad or study away in the USA. studyabroad.augsburg.edu. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to students. Currently, Augsburg has active exchanges in Austria, China, Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available and all coursework is in English, with the opportunity to study the host country language. Travel grants are available for these programs. For further information on these programs and scholarships visit the CGEE website. Short-term Faculty-led Programs Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks and offerings change annually. Scholarships are available for some programs. 44 Augsburg CGEE Programs in Africa, Europe, Latin America and the USA The purpose of Augsburg’s CGEE programs in Africa, Europe, Latin America and the USA is to provide transformative international and intercultural educational opportunities in order to foster critical analysis of local and global issues so that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s signature programs experience distinct types of living situations: living with other students in a community house, spending several days in a rural setting, living several weeks with host families in urban settings, and camping (on the River Semester program). Scholarships are available. Augsburg in Central America New Activisms, Human Rights and Social Justice in Central America, Yucatan & Chiapas – Fall or Spring This program explores the struggles of people in Mesoamerica, a region that stretches from central Mexico to Costa Rica. While learning or polishing your Spanish, you will know more about the human rights crisis the region currently faces from the perspective of historically marginalized communities (such as: Indigenous and Afro-descendant people, peasant communities, women, members of LGTBQ+, and youth). You will explore the historical causes of social, ethnic, racial, and political conflicts that have shaped the region and engage with communities, groups and individuals who are organizing themselves to respond to the challenges they face today: From the use of history and memory in local struggles for reparation and justice; to reflections about how religion has informed feminist, Afro-descedant, queer, and environmental initiatives; to sharing time with people carving out new economic and social alternatives or forced to flee their homes due to political, environmental, or economic causes. See full program description on the program website. Augsburg in Mexico Language and Culture in Mexico—Summer CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can take one course per session, and take up to four courses throughout the summer. Students can complete their full Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a number of disciplines (e.g., business, communications, religion, and more). This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and contemporary struggles for peace, justice, and human rights. See a full program description on the program website. Medical Spanish and Clinical Observership in Mexico – Summer With a growing Spanish-speaking population in the United States, there is a critical need for our future medical professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences. See a full program description on the program website. Liberal Arts, Migration and Social Change– Fall and Spring In this experiential, community-based program, students will cross borders constructed by language, nationality, race and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and professional pursuits. This is an excellent program for those who also need to meet General Education Requirements. Students can satisfy general education requirements in Fine Arts, Natural Sciences (with a lab), Social Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options. See a full program description on the program website. 45 Communication and Media Studies: Migration & Social Change in Mexico — Fall The mission of this program is to develop socially-conscious media professionals equipped for the challenges of modern-day media, including responsible journalism on critical issues such as (im)migration and the environment. Through hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies, and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a full program description on the program website. Student Teaching for ESL and Special Education —Spring Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program description on the program website. Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester. See a full program description on the program website. Augsburg in Northern Ireland Conflict, Peace, and Transition in Northern Ireland - Fall or Spring Students will critically examine the work of justice, reconciliation, and repair while learning about the Northern Ireland conflict, often referred to as “The Troubles”. This conflict and its legacy ripple out into the language, governance, and everyday life of Northern Irish citizens. Students will complete an intensive internship, lasting seven weeks of the program, coupled with an internship seminar. Internships will allow students to be actively involved in the ongoing work of peacebuilding and community development in the region. Additional courses include “Understanding the Politics of Northern Ireland,” and “Building a Sustainable Democracy,” earning 16 credits on this program. Throughout the semester, students will meet with community members directly impacted by violence, who now work to share stories and foster healing dialogue. See a full program description on the program website. Augsburg in South Africa and Namibia Decolonizing the Mind: Racial and Environmental Justice in South Africa and Namibia —Fall or Spring This program examines the crucial issues of justice and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—climate change, rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different 46 departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the program website. River Semester Fall Travel from the Headwaters to the Gulf of Mexico as part of this unique educational expedition. Students earn a full semester of college credits with a customized curriculum focused on environmental justice and social change in the Mississippi watershed. This is a chance to explore new ways of learning and living, outside the carbon-intensive confines of mainstream educational practices. By traveling outdoors in a relatively isolated group, the River Semester provides a COVID-safe alternative to on-campus classes and living in the dorms. See more information on the program website. Application Process In order to Study Abroad or Away, students should follow these steps: ● ● ● ● Attend an information session (in person or online). Research programs. Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general requirements. Talk with Student Financial Services staff about payment options. Talk with family members and other staff on campus you work with (such as CLASS or TRiO advisors) Apply by the deadline. Application Deadlines October 1 - Spring semester and winter-break faculty-led programs November 1 - Spring-break faculty-led programs February 1 - Summer Session faculty-led programs March 1 - Fall semester and other summer programs Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines and eligibility requirements set by their programs. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process includes a required Course Equivalency Form, where students list the courses they want to take on their program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other assigned faculty to meet the course equivalencies. Credits, Grades and Residency ● ● ● ● ● Students studying off-campus for a semester/year must take a full load of credits. Students must take courses with traditional A-F grading (P/LP/N is not permitted). Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus are not factored into the GPA. A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg. Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since students remain enrolled at Augsburg while on their programs. Eligibility Following are Augsburg University’s requirements for Study Abroad and Away: 47 ● ● ● ● ● Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher GPA. Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term, faculty-led programs may allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before studying off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to an off-campus study program may be withdrawn from the program. In that case, the student is responsible for all non-recoverable program costs incurred. Students must resolve any outstanding balances on student accounts before studying off campus. Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs on a first come, first served basis. Space is limited, so early application is recommended. Costs and Financial Aid The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular financial aid to their off-campus study program costs. Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals, excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other expenses are not included in the price of semester programs. To assist students with good financial planning, the Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can apply toward the program costs. Students should talk to the Study Abroad and Away team about additional scholarships that are available for semester and academic year programs. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply. The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation, and interpretation/translation services. However, students on winter and spring-break programs pay no additional tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the additional cost of these programs. Students are required to attend the information session and read the advising handbook for any updates to scholarships and financial aid policies. Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on when the notification of withdrawal is received, students may owe only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if applicable. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds. 48 Accessibility CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as program selection. Some accommodations cannot be effectively arranged if requested on short notice. In addition, students should be prepared for the fact that disability is culturally defined differently around the world. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an appointment with CLASS. Continuing Education Program The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg University. Programs are developed through collaborations between academic and administrative departments of the university and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Air Force ROTC AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF 49 and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication, develop physical fitness, and practice military customs and courtesies). College students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force. The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace Studies at the University of St. Thomas at (651) 962-6320. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, visit the University of Minnesota Army ROTC website. Exchange Course Programs In addition to the ACTC program, Augsburg undergraduate students have the opportunity to enroll in classes through a partnership with Rize Education. Registration through this partnership will be included in Augsburg tuition charges and factored into student financial aid awards. Students may take no more than one course each term through Augsburg’s exchange programs, including ACTC. Requests to take more than one must be approved by academic petition. Rize Education Augsburg participates in the Rize course sharing agreement to supplement offerings for the Game Design major. Interested students should contact Professor Jenny Hanson for more information. Additional subjects through Rize may be approved in the future. 50 Academic Policies and Procedures Registration Students must be officially registered for all courses for which they are participating. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. First-year students are required to meet with their academic advisor prior to registration for their first year. All other students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing immunization forms, unmet financial aid requirements, a Dean of Students hold, and overdue library books. Another possible reason for a registration hold is an overdue missing official transcript from another institution. Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework. Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible credit. Specific registration dates and deadlines for each semester are listed in the Academic Calendar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form: ● ● ● ● ● THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 19 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a tuition charge.) 51 Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Internship Registration A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg Experience section. International students completing an internship will follow steps outlined on the Strommen Center website under the International Student Internship Registration section. Registration of internships for credit consists of the following steps: ● ● Students must register the internship for the academic term that coincides with the internship experience. Complete the online Internship Site Agreement form and the Internship Registration Form found on the Strommen Center website under the Internships & Augsburg Experience section. The following signatures must be secured prior to the start of your internship. o Faculty Signature: If registering your internship for academic credit you will need to find a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Strommen Center Signature: Requires staff to review important university-wide internship information and ensure all required documents have been submitted. Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to receive credit for an internship include: ● ● ● Watch a short video about successful internships on the Strommen Center website under the Internship Registration Guide section. Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg Experience Requirements section. Copies of the completed form are emailed to the student, their faculty supervisor, and the Strommen Center. Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or department guidelines. Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Crossover Registration Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission. - Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester. AU Program Students - Are permitted to crossover into DAY courses. 52 ROCH Program Students - Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay their program's graduate rate for those courses. Academic Honesty Policy A university is a community of learners whose relationship relies on trust. Honesty is necessary for the functioning of the Augsburg University community. Academic dishonesty destroys the trust necessary to the functioning of this community and is, therefore, abhorred and prohibited. In its 1990 "Statement on Plagiarism," The American Association of University Professors (AAUP) Committee B on Professional Ethics notes that one form of academic dishonesty, plagiarism, "is theft of a special kind [in which] a fraud is committed upon the audience that believes those ideas and words originated with the deceiver. Plagiarism is not limited to the academic community but has perhaps its most pernicious effect in that setting. It is the antithesis of the honest labor that characterizes true scholarship and without which mutual trust and respect among scholars is impossible." It is, of course, necessary that academic dishonesty be defined so that all concerned will know their responsibilities. The following guidelines are intended to help define academic honesty policies and describe the process involved in assuring adherence to these policies. These policies and definitions are included in the Augsburg University Student Guide and the Augsburg University Faculty Handbook. Faculty members are encouraged to call attention to the policy in their syllabi and introductions to their courses and to note in their syllabi any specific concerns, additions, or penalties particular to their courses. Nevertheless, it remains the responsibility of students to have read and understood these definitions and policies. Students who do not understand these definitions and policies should seek assistance from their professors, Office of the Provost, Academic Deans, or Dean of Students. Definitions 1. Plagiarism. Plagiarism is probably the most common and obvious form of academic dishonesty. Plagiarism is defined in the Student’s Book of College English by Skwire and Chitwood (Encino California: Glencoe Publishing Co., 1975) as follows: Plagiarism is the use of facts, opinions, and language taken from another writer without acknowledgment. In its most sordid form, plagiarism is outright theft or cheating; a person has another person write the paper or simply steals a magazine article or section of a book and pretends to have produced a piece of original [work]. Far more common is plagiarism in dribs and drabs; a sentence here and there, a paragraph here and there. Unfortunately, small-time theft is still theft, and small-time plagiarism is still plagiarism. For your own safety and self-respect, remember the following rules - not guidelines, rules: a. The language in your paper [or oral presentation] must either be your own or a direct quote from the original author or source. If a direct quote, the original author or source must be properly cited. b. Changing a few words or phrases from another writer's work is not enough to make the writing “your own.” (See “a” above.) The writing is either your own or the other person's; there are no in-betweens. 53 c. Footnotes or citations acknowledge that the fact or opinion expressed comes from another source. If the language comes from another source, quotation marks are necessary in addition to a footnote or citation. Other methods of indicating use of a direct quotation such as indentation are acceptable if they are commonly recognized. d. A writer may not avoid a charge of plagiarism simply because the work from which material has been used is included in a citation somewhere in the writing. Each occurrence of the use of another person's work must be cited. 2. Other Forms of Academic Dishonesty. Other forms of academic dishonesty include the following: a. Using external assistance in the completion of course assignments and examinations unless such assistance has been specifically authorized by the instructor. Such activities as the use of "cheat sheets," looking at another student's answers during a test, and using unapproved resources are forbidden. Assistance requiring instructor authorization might include but is not limited to use of technology (e.g., a calculator, phone, the internet, forms of artificial intelligence), use of books or notes during an examination, using professionally prepared materials, or having another person make specific suggestions for changes and corrections on an assignment. It is, for example, acceptable for a reader to suggest that a paragraph is unclear or needs more detail; it is unacceptable to offer specific rewording or details for inclusion. Use of official University tutors or the Writing Lab for assistance is not ruled out by this section unless specifically forbidden by the instructor. b. Handing in material for course assignments that has been, in large part, used to meet requirements in other courses without gaining previous permission of the instructor. c. Presenting as one's own work what has been done wholly or in part by another person or a professional service without gaining the previous permission of the instructor. This prohibition includes but is not limited to allowing another person to conduct research or select written materials that will be used to complete an assignment, using a paper or assignment prepared by another student as an assignment in a previous course, using papers prepared by other individuals ( found on the internet or elsewhere) or generated through the use of artificial intelligence that may be submitted in whole or in part or used as the basis of a rewritten paper. d. Failing to acknowledge that work has been done collaboratively. It is dishonest to work with another student or several students on a single project that will be multiplied and turned in separately as if it were the work of each individual alone. e. All collaborators on a project must be explicitly identified. This prohibition is not intended to discourage appropriate collaborative work but to emphasize that collaboration must be acknowledged. f. Fabricating research in the completion of assignments. This prohibition includes but is not limited to entirely or partially fabricating scientific research results or inventing information or citations for use in completing assignments. g. Interfering with the work of another student. It constitutes academic dishonesty to hinder the work of another student by stealing, destroying, changing, or otherwise interfering with that student's accomplishment of academic assignments. This prohibition involves but is not limited to such things as stealing or mutilating library materials or other academic resources. h. Knowingly assisting another student to engage in academic dishonesty constitutes itself a form of academic dishonesty. Assisting in academic dishonesty includes but is not limited to such things as permitting another student to complete an assignment where such assistance is not authorized by the instructor, giving another access to a completed assignment which that student will submit as her or his own work, allowing another student to copy during an examination, or offering information to another during an examination. 54 Sanctions and Procedures 1. At the beginning of each course, professors will spend some class time explaining any areas of the Augsburg University Academic Honesty Policy which have particular relevance to a specific application in the course, or the policy will be detailed in the syllabus. It is assumed that students know and understand the Academic Honesty Policy. If you have questions, it is your responsibility to get information from the faculty member. Professors may or may not have you sign a statement acknowledging your understanding of the statement at one or more times during the term. The statement reads: I have read and understand the policies of Augsburg University regarding academic honesty. I understand how they apply to this course, and I pledge myself to abide by the policies and work to create an atmosphere of academic integrity on the campus. 2. A faculty member who makes a determination of academic dishonesty will meet privately with the student involved to discuss the charge and the penalty. This meeting is intended to give the student the opportunity to understand the reason for the determination and to learn from the experience. It is also intended to give the professor the opportunity to gain information that may be useful in understanding the student's behavior and in deciding upon the penalty. In the event that such behavior occurs after the completion of classes (e.g., a term paper handed in near the end of classes), the professor may notify the student in writing. 3. Even the first occurrence of academic dishonesty by a student may result in a severe penalty. The definitions above rather than any consideration of the student's intentions will be the determining factor in a judgment of academic dishonesty. Intention may be considered in determining the penalty. 4. Penalties imposed by the professor may include a "zero" or failing grade on the assignment or examination which involved the dishonesty, other academic penalties as outlined in the syllabus for the course or other statement of policies distributed by the professor, forced withdrawal from the course, or failure in the course. 5. Faculty members have a responsibility to inform the Provost’s Office in writing of a determination of academic dishonesty. This report will include the name of the student involved; a brief description of the event, including supporting documentation, such as a research paper with plagiarized passages; and a description of the penalty. This material will be kept on file in the Provost's Office under the student's name and the appropriate Academic Dean will be notified. It will not become part of a student's regular academic record and will not be released to anyone off campus. 6. If it has been determined that a student has violated the Academic Honesty Policy, the student may not drop or withdraw from the course. If a student drops or withdraws from a course before an academic honesty decision has been adjudicated, the course will be reinstated to allow for the decided disciplinary action to take place. 7. A single serious infringement of academic honesty or recurrent incidents of dishonesty may result in temporary or permanent dismissal from the University or withholding of the degree. Permanent dismissal may be notated on the student's transcript. Students may be asked to meet with the faculty member(s) involved, Dean of Students, Academic Dean, and/or Associate Provost to provide additional information about the incident. If a student fails to attend this meeting, a decision on penalties will be made without the student’s input. Such penalties will be determined by the Academic Dean and the Dean of Students. Appeals A student who thinks that a determination of academic dishonesty has been made incorrectly or that a penalty has been too severe may appeal the decision or the penalty. Ordinarily, the student will appeal first to the chair of the department in which the course is taught (or with the Division Chair if the Department Chair is also the instructor). If the issue is not resolved, the student may appeal to the appropriate Academic Dean by completing the General Student Concerns Form . Decisions made by the Academic Dean will be considered final. 55 Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass grading system. Explanation of grades: Grade Grade Points Description A 4.00 A3.67 B+ 3.33 B 3.00 B2.67 C+ 2.33 C 2.00 C1.67 D+ 1.33 D 1.00 D0.67 F / FN 0.00 Failure P 0.00 Pass* LP 0.00 Low Pass** N 0.00 No Pass *The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses. **The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate courses. Pass/Low Pass/No Pass Grades Students who choose the P/LP/N option are cautioned: ● ● ● ● In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of at least a D-. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester credits. Students may apply no more than eight semester credits with P or LP grades toward a major and no more than four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted. 56 Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the family, military commitment). Faculty must submit the grade that the student has earned at the end of the semester, even if the student has requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the incomplete, which is determined by the faculty member in consultation with the student but must not exceed the time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade. To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if the student requests an extension and special circumstances warrant the extension. The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve a longer extension. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics courses with the same course number. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will not receive financial aid for a course that has been previously passed twice. If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for graduation purposes. All attempts will, however, remain on the student’s transcript. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be 57 listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA is as follows: GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; P Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work LP Low Pass, D-, D, or D+ achievement (undergraduate courses only) S Satisfactory N No pass, no credit V Audit, no credit W Withdrawn I Incomplete X Extension, incomplete IP In progress R Repeat GRT Credit granted Required lab component (a credit-bearing grade was earned in the corresponding L lecture course) NG Not graded, no credit Final Grade Appeal Procedure Students are entitled to full and clear explanations of their grades. The instructor of each course has authority over all academic matters pertaining to that course, including (but not limited to) establishing requirements, assigning grades, and communicating the reasons for those grades to the student. A student who believes that a final course grade is incorrect or has been inappropriately influenced by nonacademic factors has the right to appeal that course grade. Ordinarily, the student will appeal first to the instructor; then, if the grievance is not resolved, to the chair of the department in which the course is taught. If a student does not feel comfortable approaching the faculty member directly, they may discuss their concerns and potential interest in appealing with the chair of the department (or with the Division Chair if they are uncomfortable with the Department Chair). If the grievance is not resolved, the student may appeal to the appropriate academic dean through the formal appeal process. To the extent possible, grade appeals should adhere to the timelines and steps detailed in the procedures below. Augsburg University is committed to addressing concerns about student grades fairly and without significant delay. Whenever possible, we hope that grade appeals can be resolved informally. As such, the informal appeal should be completed before moving to a formal appeal. Step 1: Informal Grade Appeal / Initial Consultation with Faculty Member The student should send an email to the instructor requesting an explanation of the grade within 5 business days of the posting deadline or the grade being posted (whichever is later). In submitting this request, the student should be as specific as possible about why the final grade is being questioned (e.g., inquiries about grades on specific assignments). The instructor should be prepared to discuss and show records relating to the disputed grade to both 58 the course assignment(s) and grading scale as defined in the course syllabus. This disclosure should not include information pertaining to grades of other students in the course, unless it is done so in a way that other students cannot be identified (e.g., reporting in the aggregate). Under normal circumstances, the faculty member is expected to respond to student requests for information within 5 business days of receiving the request. If, after receiving the information, the student thinks that a complete or satisfactory explanation has not been provided, the student may gather information to support their grade appeal and, within 5 business days after the start of the following term (including summer terms), communicate with the instructor their specific concerns about the grade that has been submitted. If the instructor is not available to discuss the appeal, the student should contact the chair of the instructor’s department. The instructor determines if a grade change is warranted and will notify the student of the decision. If it is determined that a grade change is warranted, the instructor will submit the change, and explanation for the change, to the Registrar’s Office. It is expected that a decision will be made within 10 business days of the instructor receiving the grade appeal from the student. If the instructor determines that a grade change is not warranted or files a grade change that the student does not believe is appropriate, the student should consult with the chair of the department in which the course is offered. This should occur within 5 business days following the instructor’s notification of their decision to the student. If the instructor is the department chair, the student should contact the appropriate division chair. In the rare circumstance where the instructor is also the department chair and division chair, the student should move directly to the formal grade appeal process. The department chair (or division chair), in consultation with the student and instructor (if available) will determine if a grade change is warranted. If so, the department chair will submit a grade change, and explanation for the change, to the Registrar’s Office. If the division chair is hearing the appeal and determines that a change is warranted they will submit a recommendation and rationale to the dean. The dean will then submit a grade change and explanation to the Registrar’s Office. If the student is not satisfied with the resolution of the appeal, they can move to the formal grade appeal. Step 2: Formal Grade Appeal / Consultation with Dean Within 5 business days of completing the informal appeal process, the student should complete the Formal Grade Appeal Form and submit it to the Assistant Provost and Vice President of Student Experience and Success (Office of Academic Affairs). The Form will be forwarded to the appropriate dean for consideration. The formal grade appeal should clearly detail the appeal, include a summary of the informal appeal process, and include materials/documentation to support the appeal. After reviewing the formal grade appeal, the dean may seek additional information by communicating with the student, instructor, and/or department/division chair. The dean will then determine if a change is warranted. If the dean determines that a change is warranted, they will notify the instructor and submit the grade change to the Registrar’s Office along with an explanation for the change. Typically, the dean will only change a grade to P, NP, or W. If the dean determines that a change is not warranted they may end the appeal process. It is expected that the formal grade appeal process will conclude within 15 business days. Other processes exist for petitioning for retroactive or late withdrawals and petitioning to change a traditional grading option to a P/NP. In addition, when personal matters such as illness or family emergencies interfere with a student’s ability to complete a course, the student may file a request for an incomplete. These processes are managed by the Registrar and the Student Standing Committee. Student/Faculty grievances that do not specifically pertain to a final grade should be pursued through the Discrimination and Bias Incident Reporting Process. Additional University 59 policies and procedures that do not fall within the scope of this appeal procedure are the Sexual Misconduct Policy, the Standards of Conduct Accountability Process, and the Student Standing Committee. Assessment of Student Learning The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting the Office of Academic Affairs. Classification Students are classified when grades are posted at the end of each semester. Classification is based on the number of semester credits completed/earned. Classification First Year Sophomore Junior Senior Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to once each academic year. A Change of Program form must be submitted before the semester begins. Leaving the University (Withdrawal or Leave of Absence) Withdrawal from Some Classes Please note: This process is outlined in this policy to distinguish it from the Withdrawal from University (All Classes) policy stated below. Students who wish to withdraw from one or some classes, but not all classes, after the semester withdrawal deadline must complete the Academic/Financial Petition by the last day of classes (prior to finals week for the day program). This petition can be emailed to registrar@augsburg.edu. Prior to the withdrawal deadline, individual classes can be withdrawn within Augnet Records and Registration. Withdrawal from University (All Classes) Students who wish to withdraw from all courses that are in progress must submit the Withdrawal from University Request Form by the last day of classes (prior to finals week for the day program). In order to ensure the financial and academic impact of withdrawal is understood, students are required to meet with Student Financial Services and Academic Advising before submitting a Withdrawal from University. If a student lives in campus housing, they must also seek approval from Residence Life. A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness to register for classes is warranted. 60 When a student is ready to continue their studies at Augsburg University, they will need to follow the process for returning to campus. Voluntary Leave of Absence (Day Program Only) Day program students may apply for a Leave of Absence, which allows a one semester absence while retaining active student status. This means that the student’s email account and online registration capabilities will remain active, and the student will be allowed to register as normal for the semester following the approved Leave of Absence without applying for readmission. A Leave of Absence is not necessary for the summer semester. A leave of absence may impact a student’s academic plan. Only students who have completed the semester immediately prior to the Leave of Absence will qualify. The Leave of Absence cannot be extended beyond one semester. This Leave of Absence Form must be submitted by the end of the drop/add period for the full semester. In order to ensure the financial and academic impact of the leave of absence is understood, students are required to meet with Student Financial Services and Academic Advising before submitting a Leave of Absence. If a student lives in campus housing, they must also seek approval from Residence Life. A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness to register for classes is warranted. When a student is ready to continue their studies at Augsburg University, they will need to follow the process for returning to campus. Involuntary Leave of Absence The Dean of Students (or designee) may place a student on an Involuntary Leave of Absence in the circumstances involving personal or community safety. This process will be undertaken only in extraordinary circumstances when: ● ● there is compelling information to suggest that the student is engaging in or is at heightened risk of engaging in behavior that could lead to serious injury to others, and/or there is a significant risk that the student will harm themselves, and that the risk cannot be eliminated or reduced to an acceptable level through reasonable and realistic accommodations and/or effective supports. A Dean of Students Hold will automatically be placed on a student who is placed on an Involuntary Leave of Absence. This policy will not be used in lieu of disciplinary actions outlined in other adjudication processes at the University. Before an Involuntary Leave of Absence is considered, efforts may be made (if circumstances warrant) to encourage the student to take a Voluntary Leave of Absence or Withdrawal from University. When a student is ready to continue their studies at Augsburg University, they will need to follow the process for returning to campus. Administrative Withdrawal The Registrar (or designee) may drop or withdraw a student from the university when: ● ● The student is incapacitated. The student was dropped from the majority of their schedule via the non-attendance/non-participation process and there is evidence they are not attending remaining courses. 61 To initiate an administrative withdrawal, the Registrar’s Office can assist in moving the request to the appropriate approver, either one of the Academic Deans or the Dean of Students (or designee). A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness to register for classes is warranted. When a student is ready to continue their studies at Augsburg University, they will need to follow the process for returning to campus. Term Off (AU/ROCH Program Students) Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties and aid in this process. Return to Campus This policy outlines the process for returning to campus after a withdrawal from the University. Step 1: Application for Readmission Students returning to campus after withdrawing from Augsburg must complete the Application for Readmission. Deadline The deadline for readmission is the Friday before the semester begins. Please note: Processing may take up to 10 business days. Transcripts from Other Institutions If you have attended institutions other than Augsburg, please contact the Registrar’s Office to see if we already have the official transcripts on file. If official transcripts are not on file, they must be sent to the Registrar’s Office. Your application will be held until they are received. Additional Documentation Needed If you were suspended or you withdrew while on probation, the Registrar’s Office will provide a form that must be submitted for review by the Student Standing Committee (this review extends processing time). If you have changed your name since you last attended, you will need to submit a copy of your legal name change documentation to have your name changed on your student record. 62 Step 2: Connecting with Staff Students returning to campus after withdrawing are strongly encouraged to connect with an Augsburg staff support person to discuss the resources they will need upon their return to campus. Staff members that students can connect with include: Academic Advising CLASS / Disability Resources Dean of Students Office Multicultural Life Registrar Student Financial Services TRIO Student Support Services advising@augsburg.edu class@augsburg.edu deanofstudents@augsburg.edu mlife@augsburg.edu registrar@augsburg.edu studentfinances@augsburg.edu triosss@augsburg.edu 612-330-1025 612-330-1053 612-330-1160 612-330-1087 612-330-1036 612-330-1046 612-330-1311 Step 3: Releasing Holds (if applicable) All holds (e.g., Dean of Students, financial, etc.) must be cleared before you can be approved for readmission. Please see below for more information on how to release those holds. Dean of Students Hold Students that have a Dean of Students Hold on their account must schedule a meeting with the Dean of Students (or designee) prior to being able to readmission and to register for classes. To schedule a meeting with the Dean of Students, please contact deanofstudents@augsburg.edu. The Dean of Students may require documentation from a healthcare provider or external resource who is working directly with the student. The documentation should be submitted prior to scheduling an appointment; otherwise, the meeting will be postponed until documentation is submitted. Financial Hold Students who have a financial hold must connect with studentaccounts@augsburg.edu to discuss a payment plan in order to reduce the amount owed to the University. Transcript Hold Students who have attended another institution since leaving Augsburg must submit an official transcript for that attendance. Contact the institution where courses were enrolled and order an official transcript to be sent from that college or university to registrar@augsburg.edu. Return from a Voluntary Leave of Absence To return to the University after a voluntary leave of absence, simply email registrar@augsburg.edu to inform the University of your intent to register for classes during the next term. Return from an Involuntary Leave of Absence To return to the University after an involuntary leave of absence, a student must email deanofstudents@augsburg.edu to schedule a meeting with the Dean of Students (or designee) to determine whether the student is ready to return to the University. The Dean of Students may require documentation from a healthcare provider or external resource who is working directly with the student. The documentation should be submitted prior to scheduling an appointment; otherwise, the meeting will be postponed until documentation is submitted. If it is determined that the student can register for classes for the following term, they can follow the process outlined under Step 1: Completing an Application and Step 3: Releasing Holds (if applicable). 63 Student Standing Committee The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial Services, and Student Affairs serve on the committee. Academic / Financial Petitions Students who wish to request exceptions to academic and financial policies should carefully review and complete the Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week during fall and spring semesters and once each month during the summer semester. Satisfactory Academic Progress (SAP) Suspension Appeals Students who have been academically suspended have the right to appeal their suspension to the Student Standing Committee. Applications for Readmission Students seeking to re-apply to the university after being placed on academic probation or academic suspension must submit an Application for Readmission for review by the Student Standing Committee. Catalog Applicability Only one catalog year may be elected and will apply toward all of a student's general education, major, minor, and concentration requirements. All policies in that year's catalog apply. By default, a student's catalog year will be determined by their first semester of enrollment at Augsburg, or re-enrollment as noted below. Students can request a different catalog year by sending an email to graduation@augsburg.edu. Active Students (Registered, Leave of Absence, Term Off) ● May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of enrollment or any of the subsequent catalogs in effect while an active student. Inactive Students (Withdrawn) ● ● Three or Fewer Years Away o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers) may elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active student. More than Three Years Away o Inactive students who are readmitted after more than three years away (10 or more semesters, including summers) must complete the general education and departmental requirements of the catalog in effect at the time of re-enrollment or any of the subsequent catalogs in effect while an active student. Religious Holiday Policy As an academic community, Augsburg University embraces the Network of ELCA Colleges & Universities’ (NECU) mission to be “rooted” and “open” so that all may flourish. This necessitates that we regularly reassess the familiar and consider new options. A community of caring mentors and colleagues makes possible each student’s intellectual growth, personal maturation, and vocational discernment. The following policy and procedure for the observance of recognized holy days is consistent with the university’s mission. 64 Overview In recognition that observance of recognized religious holidays may affect students’ classroom attendance and the submission of graded work in courses, Augsburg University accommodates religious observances and holidays of diverse religious traditions. This policy reflects the university’s commitment to being responsive to our students’ diverse religious beliefs and to encourage students’ spiritual development. In accordance with the policy, students who miss class to observe a religious holiday are required to make prior arrangements with individual instructors for how any work missed during an absence will be completed. Absence from class due to observance of a religious holiday is normally excused according to university policy; however, students are expected to make up the work they miss, and the University understands that there may be extenuating circumstances, specific to a particular course, that make it difficult or impossible for a faculty member to grant such a request. Faculty are encouraged to consider recognized religious holidays when establishing course deadlines and assigning course work and to support students in their religious practices by observing this policy. To support faculty in accommodating the religious practices and commitments of our students, Augsburg has established procedures to be followed by students: students are responsible for notifying their instructors of a planned absence due to an observance and/or holiday. Procedure The religious holiday observance notification procedure is based on the assumption and expectation that students will act in accordance with the University’s Standards of Conduct. The procedure and subsequent guidelines for students missing class to observe religious holidays are as follows: ● Students are expected to formally notify their instructors at least two weeks in advance that they will miss class in order to observe a religious holiday. Students are to complete the Religious Observance Notification Form. ● The Religious Observance Notification Form must be submitted online. It is routed to the faculty member faculty member and the University Pastors in the Campus Ministry Office. Should either of these parties raise questions about the request, they will contact the student or the faculty member’s academic dean. ● This procedure can only be used to notify an instructor of an absence from class necessitated by observance on a religious holiday. ● Students are required to make prior arrangements with individual instructors for completion of any work missed during an absence. ● Students are encouraged to file their Religious Observance Notification Form as early in the semester or term as possible, but must submit it no later than two weeks prior to the religious holiday to ensure that instructors make every effort to accommodate the request. Instructors have no obligation to honor requests made within two weeks of a planned absence as a result of a religious holiday. Absences may be considered “unexcused” if the form is not filed in accordance with this provision. ● If a student has a question regarding the Religious Holiday Observance Policy, they should contact Babette Chatman, University Pastor, Director of Campus Ministry or John Schwehn, University Pastor. ● Students may wish to consult with the Vice President of Equity and Inclusion or the faculty member’s academic dean if an instructor is unable or unwilling to grant their request. Working with Instructors Because students are required to make prior arrangements with individual instructors for completion of any work missed during an absence and instructors may want to use the same exercise that the rest of the class has completed, 65 students are obligated to avoid obtaining any information about that graded exercise that would give an unfair advantage over other students taking the course. In the event that a religious holiday should fall during exam week, students should contact their instructor during the first week of the course to make sure a work around is possible. If one is not possible, or there is a special circumstance like a performance or a concert that cannot be made up, the student may be advised to take that specific course during a different semester. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). Credit is granted for college-level coursework completed with a grade of D- or better (The transfer of D-level grades is a policy change effective for courses transferred in Summer 2023 or later). A transfer course with a grade of less than C- will not count toward satisfying a major or a minor requirement; the transfer credits will be removed upon registration for an equivalent Augsburg major/minor course because students cannot receive credit twice for equivalent courses. Augsburg accepts credit from colleges and universities accredited by institutional accrediting agencies historically known as regional accreditors. Credit from other institutions may be approved if there is a transfer agreement in place or by petition. Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for continuing education units (CEUs). Competency credits and exam credits issued by another institution are non-transferable. Reference the Assessment of Previous Learning information for Augsburg’s options for credit by exam or portfolio review. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg. (Refer to the Graduation section of the catalog.) Augsburg credits are calculated in semester hours. Credits transferred from an institution using quarter hours will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of credits that would have been earned had the equivalent course(s) been completed at Augsburg. The number of upper-division credits earned from transfer work is based on the course level of the transfer course(s) at the transfer institution, not the course level of the equivalent Augsburg course(s). Transferred coursework with the Augsburg equivalents are captured on the Transfer Evaluation and the degree audit, both of which are accessed from Records and Registration. Credits accepted in transfer are reported on the student’s transcript. Transfer evaluation comments (if any) are sent to the student email address and stored on the comments tab of the degree audit. Grades and grade points from other institutions are not transferred to Augsburg and are not included in a student’s cumulative grade point average. Because of this, students who receive a low grade on a course at Augsburg should retake the course at Augsburg rather than take an equivalent course elsewhere. A transferred equivalent will not 66 improve their Augsburg GPA, nor will their transcript show that a higher grade was earned later for the course (or its equivalent). Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements and to be assured that a transfer course will achieve the student’s desired objective(s). Additional resources about transferring credit are available on the Registrar’s Office website. The resources include access to a free, powerful tool called Transferology. Transferology can be used by students and advisors to research transfer course equivalencies and/or develop transfer pathways from universities across the country. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Minnesota Transfer Curriculum Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300). Associate of Arts Degree / Bachelor’s Degree Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree will satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300), and will waive both Health and Wellness requirements. Augsburg recognizes degrees from colleges and universities accredited by institutional accrediting agencies historically known as regional accreditors. Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: ● ● ● Waiver of Search for Meaning II Waiver of Augsburg Seminar / Engaging Minneapolis Waiver of both Health and Wellness requirements All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST). Air Force records: Applicable credits are accepted from Air University and Community College of the Air Force. Students should submit official transcripts from these schools during the admission process. 67 Assessment of Previous Learning (APL) Program Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the university for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage. Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the required level of language proficiency in a language other than English. Steps to submit the seal to Augsburg are outlined on the Registrar’s website. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: ● There is a departmental exam available for the subject area in question. 68 ● ● ● There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: ● ● ● ● ● There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Requirements Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) or Low Pass (LP) o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. 2. Completion of 36 upper division credits (numbered 300 or above). 3. Completion of a Major—Requirements for each major are listed under the departmental headings. 4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 69 5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic programs require a higher grade point average or a specific minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC exchange program or study abroad/away through the Augsburg Center for Global Education and Experience. Senior Residence Requirement No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program. ● Transfer courses count against the senior residence requirement. Therefore, students are encouraged to complete transfer work prior to the final 32 credits for the degree. ● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment -- are not counted against the senior residence requirement. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should regularly review their degree audits and follow up with an academic advisor or faculty mentor about any questions or concerns. In conjunction with their faculty mentor or advisor, students should consult their degree audits when preparing for registration. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program planning. Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what makes a student eligible for commencement ceremony communications and the conferral of their degree upon program completion. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incomplete or open courses on the academic record. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg. Visit the Registrar’s Office webpage for additional information. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. 70 Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony selected on the Intent to Graduation application. Diploma Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion of the final degree requirement. This mailing will be sent to the address that displays in their Records & Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s Office. Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or major(s) completed. Augsburg offers the following undergraduate degrees: Bachelor of Science, Bachelor of Arts, and Bachelor of Music. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following standards could result in suspension from the university. Requirements At the end of each fall, spring and summer term, the university will review the academic progress of all registered undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including transfer credits). Students who do not meet these requirements will be placed on Academic Probation. GPA Calculation Refer to the Evaluation and Grading section of this catalog. Minimum Credits Completed Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits as defined by the Registrar’s Office. Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been submitted when SAP is run will count against completion rate. Repeat courses and remedial courses are not counted towards the cumulative attempted credits. Credit Completion Rate Calculation ● Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP). 71 Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total number of attempted credits. Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P). Divide earned credits by attempted credits (do not round numbers up or down) o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37% o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96% o ● ● Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards and appropriate notation will be placed on the permanent transcript. Probation Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising). Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a petition to the Student Standing Committee. At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning. If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will again be required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do not follow through with SAP requirements. Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student Standing Committee will review their application for readmission. If cumulative and term standards are not met, students will be Suspended. For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/. Suspension Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application for readmission. Recommendations on how to be successful in the readmission process may be outlined in the suspension letter. Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Academic Good Standing Academic good standing at Augsburg University is defined as being academically eligible to enroll in courses. This status is separate from the Satisfactory Academic Progress standards. 72 Athletic Eligibility In addition to having academic good standing as defined above, student athletes must meet the Satisfactory Academic Progress standard of a 66.67% credit completion rate. Professional Program Dismissal Students may also be dismissed from professional programs, such as social work, education, and nursing. A student may appeal a program's dismissal decision using the University's program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a copy of a statement of appeal to the Dean of Professional Studies and Graduate Programs. The statement must provide evidence that there were procedural errors in the program's dismissal process that negatively affected the outcome. The statement of appeal will be the only basis for the student's appeal. The dean must receive the student's statement of appeal within 10 days of the date on the department's written notification of dismissal (time limits will include only business days M-F). A complete copy of the Program Dismissal Process is available from the Office of Academic Affairs (approved by the Faculty, May 2002). Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways: ● ● Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. Enrollment/Degree Verification Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans, eligible spouses and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. 73 For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. 74 Augsburg Core Curriculum Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to cross cultures and work across differences. Wellness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg University education strives to educate its students in a real world for the real world. Undergraduate Student Learning Outcomes The university’s mission statement offers a series of educational values: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences. As Informed Citizens, students are learning to … ● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways ● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts As Thoughtful Stewards, students are learning to … ● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context ● identify the broad foundations for sustainable living and apply them in demonstrable ways As Critical Thinkers, students are learning to … ● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims ● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats As Responsible Leaders, students are learning to … ● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments ● articulate and solve problems in creative, analytical, and integrative ways 75 Overview of the Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements include a liberal arts foundation, signature courses and experiences, skills development, and a keystone. Entry Level Placement Tests Math, Writing, English (if applicable), and language placement for Language courses. The Augsburg Core Curriculum The Augsburg First Year ● ● ● Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum ● ● ● Religion, Vocation, and the Search for Meaning I and II Augsburg Experience Senior Keystone The Liberal Arts Foundation ● ● ● ● Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Skills The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling lives, including: ● ● ● ● ● ● ● ● ● ● Writing Critical Thinking Oral Communication Information Literacy Quantitative Literacy Religious Literacy Problem Solving Intercultural Competence Civic Agency and Engagement Health and Wellness Entry Level Placement Tests Prior to their first registration, students will complete placement tests in: ● ● ● ● Mathematics Writing Language Placement and, if applicable, English Language Learning 76 First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required developmental and writing courses by the end of their third term. The developmental courses subject to this policy are: ● ● ● ● ENL 101 ENL 111 ENL 217 / 218 MAT 090/ 105 Mathematics For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice questions and other information are available on the Academic Advising website -- students are encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of enrollment. Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 090: Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer an equivalent English composition course from another institution or Advanced Placement English Language and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111). Modern Language Placement Test Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their exploration of modern language at the level identified by the placement test. This online placement is administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those specific languages. Students speaking other languages can take a test through Language Testing International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg. English Language Learners Assessment Students whose primary language is other than English will complete a placement to determine preparedness for classes taught in English and may need to complete an English Language Learning course(s). This placement is administered by Academic Advising. 77 Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing II with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance on the first day of class is required. Language For students who have not previously studied a second language, completion of a two-course sequence in the same language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and sometimes override assessment results as deemed appropriate. Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Health and Wellness Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: ● ● ● Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: ● ● ● Liberal Arts Foundation Signature Curriculum Skills Development 78 The Augsburg First Year To smooth the transition to higher education and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar and Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or service-learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all religious traditions and humanist worldviews will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. 79 Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender, Sexuality, and Women’s Studies. Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement, that course may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater. One fine arts LAF requirement can be met by participating in one of the following: ● ● ● Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements. For majors that allow both options, please note that students must choose either the Liberal Arts Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student. 80 Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Data Science Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: ● ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Data Science Mathematical Economics Mathematics Music Therapy Nursing Physics 81 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty mentors. Majors and Areas of Emphasis Accounting American Indian, First Nations, and Indigenous Studies Art Education Art History Biochemistry (BS) Biology (BS) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Arts/Literature Communication Studies Computer Science (BA or BS) Critical Race and Ethnicity Studies Cross-Cultural Studies Data Science (BS) Economics Applied Economics Economics Economics/Business Administration Economics/Political Science Mathematical Economics (BS) Education Elementary Education (BA or BS) Kindergarten-Elementary (BA or BS- licensure) English as a Second Language Special Education: Academic Behavioral Strategist English Environmental Studies Exercise Science (BA or BS) Film Finance Gender, Sexuality, and Women’s Studies Graphic Design Health Education (BA or BS) History Interdisciplinary Studies International Business International Relations Management Management Information Systems Marketing Mathematics (BA or BS) Music Music (BA) Music Education (BM) Music Education (Community-Based, non-licensure track) (BM) Music Performance (BM) Music Therapy (BS) New Media Nursing (BSN - offered through AU only) Philosophy Physical Education (BA or BS) Physics (BA or BS) Political Science Political Science Political Science/Economics (teacher licensure) Pre-Law Public Policy/Political Change Psychology Religion Social Work (BS) Sociology Spanish Student-Designed Major Studio Art Theater Theology and Public Leadership Urban Studies 82 Minors Accounting American Indian, First Nations, and Indigenous Studies Art Architecture Art History Graphic Design Studio Art Biology Business Administration Business Minor for Science Majors Entrepreneurial Studies Chemistry Communication Studies Computer Science Critical Race and Ethnicity Studies Culture and Social Justice Data Science Economics English Creative Writing Professional Writing Environmental Studies Exercise Science Film Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education History International Business International Relations Languages and Cross-Cultural Studies French German Spanish Leadership Studies Management Information Systems Business Analytics Marketing Mathematics Statistics Medieval Studies Music Creativity Music Music Business Music Production New Media Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion Social Welfare Sociology Special Education Theater Musical Theater Urban Studies Youth Studies 83 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: ● A statement of learning goals and objectives ● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with an academic major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. ● A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course. ● Submit the completed proposal and supporting documentation to the Office of Academic Affairs. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the university catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. 84 Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that the student is making progress towards the degree. Students should know that registration for ACTC courses can be limited and are advised to submit registration materials at the earliest possible time. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who works directly with students pursuing health care fields. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs ● ● ● ● Pre-Health Science o See Biology Departmental page Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score. Pre-Pharmacy o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary o A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. 85 Academic Organization and Departments As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees: ● ● ● Bachelor of Arts Bachelor of Music Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily guides course planning. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 198 – Internship/On-campus 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 86 399 - Internship/Off-campus (4 credits) A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 - Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 - Independent Study/Research An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Year All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16 weeks. In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester. Adult Undergraduate (AU) schedule classes typically meet in the evenings on the same night of the week Monday through Thursday. Each program of study has a slightly different format for how often they meet. Classes may meet asynchronously, in-person, or online synchronously through Zoom and may include independent work in between class meetings. Students are eligible to take up to 19 credits per semester. Courses and majors offered through AU are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Course Offerings In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when specific courses are offered. Credit Hour Definition Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. 87 Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester. Divisions and Departments The university curriculum is offered by academic departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities Natural and Social Sciences Professional Studies American Indian, First Nations, and Indigenous Studies Biology Business Administration Art and Design Chemistry Education Communication Studies, Film, and New Media Clinical Psychology Health, Physical Education, and Exercise Science Critical Race and Ethnicity Studies Economics Nursing English Mathematics, Statistics, and Computer Science Gender, Sexuality, and Women’s Studies Physics History Political Science Languages and Cross-Cultural Studies Psychology Music Sociology Social Work Religion and Philosophy Theater Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 88 American Indian, First Nations, and Indigenous Studies American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indigenous cultures. Faculty Eric Buffalohead (Chair), Elise Marubbio, , Vinodh Kutty, Jennifer Simon Degree and Major Requirements American Indian, First Nations, and Indigenous Studies Major Ten courses, including: ● ● ● ● ● ● ● AIS 105 - Introduction to American Indian Studies AIS 202 - Storytelling, Dance, and Art: Indigenous Expression AIS 205 - Contemporary American Indian Issues AIS 304 - Engaging Native Communities AIS 380 - Decolonizing Practices: Reading, Writing, Research AIS 405 - Indigenous Activism and Resistance in the Americas Four elective courses, of which at least two must be upper division, chosen from the following: o AIS 193 - Topics Workshop: Well-Being and Success in the University o AIS 208 - Native American/First Nations Women and Film o AIS 264 - American Indians in the Cinema o AIS 295 - Topics o AIS 299 - Directed Study o AIS 302 - Indigenous Expressive Forms o AIS 305 - Indigenous Issues of the Americas o AIS 364 - Indigenous Filmmakers o AIS 393 - Topics Workshop: Well-Being and Success After University o AIS 396 - Internship o AIS 397 - Internship o AIS 398 - Internship o AIS 399 - Internship o AIS 495 - Topics o AIS 498 - Independent Study/Research o AIS 499 - Independent Study o ART 290 - Native American Art o DAK 111 - Beginning Dakota I o DAK 112 - Beginning Dakota II o HIS 236 - American Indian History o OJB 111 - Beginning Ojibwe I o OJB 112 - Beginning Ojibwe II o RLN 370 - American Indian Spirituality and Philosophical Thought *AIS Majors complete the Keystone requirement by taking AIS 405. 89 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by DST 164, MAT 111, MAT 145, MAT 146, MAT 163, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian, First Nations, and Indigenous Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 90 Art and Design Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community engagement and real-life experiences. On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 18-20 majors annually with Bachelor of Arts degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and architecture provide additional opportunities for specialization. For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re excited to be here in the center of the city. You will be, too. Art and Design Faculty and Staff Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland Jenny Wheatley: Gallery Director Degree and Major Requirements Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student supply kit fees. Graduation Skills The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses and are met by completing the majors. Quantitative Reasoning (QR) requirement is met by completing one of the following courses: MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119. Studio Art Major Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Visual Literacy ● ART 107 - Drawing ● ART 109 - Pixels and Vectors ● ART 240 - Art History Survey ● One course in two-dimensional art chosen from the following o ART 118 - Painting I o ART 201 - Introduction to Graphic Design o ART 220 - Screen Printing I o ART 223 - Print Making I o ART 257 - Watercolor Painting I ● One course in three-dimensional art chosen from the following o ART 221 - Sculpture I o ART 250 - Ceramics I 91 ● ● ● ● o ART 280 - Hand Papermaking and Book Arts I Twenty-two credits of electives numbered 300 or above, chosen from Studio Arts courses not applying toward another major requirement Two additional upper division art history courses o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition. Art Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Visual Literacy ● ART 107 - Drawing ● ART 240 - Art History Survey ● One course in painting from: o ART 118 - Painting I o ART 257 - Watercolor Painting I ● One course in three-dimensional art from: o ART 221 - Sculpture I o ART 250 - Ceramics I ● One course in graphic arts from: o ART 132 - Photography I o ART 220 - Screen Printing I o ART 223 - Print Making I ● One course in fibers: ART 280 - Hand Papermaking and Book Arts I ● One course in computer design from: o ART 201 - Introduction to Graphic Design o ART 202 - Typography ● Two second-level courses in two different disciplines ● Two additional upper division art history courses from: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art 92 ● ● o ART 389 - American Art o ART 390 - Native American Art ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in the spring semester. Graphic Design Major ● ● ● ● ● ● ● All of the following core courses: o ART 102 - Visual Literacy o ART 109 - Pixels and Vectors o ART 133 - Introduction to Digital Photography o ART 201 - Introduction to Graphic Design o ART 202 - Typography o ART 315 - Graphic Systems o ART 324 - Design Studio I o ART 326 - Design Studio II o ART 424 - Advanced Design Studio III One of the following courses in drawing: o ART 107 - Drawing o ART 105 - Introduction to Architectural Drawing One of the following courses in three-dimensional art form: o ART 210 - Drawing for Design in Architecture o ART 221 - Sculpture I o ART 250 - Ceramics I o ART 280 - Hand Papermaking and Book Arts I One of the following courses in art history: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art Ten elective credits numbered 300 or above, chosen from any ART courses not applying toward another major requirement ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Graphic Design majors must participate in a group exhibition and review in their junior year, followed by creating and curating a research-based exhibition with faculty review in their senior year. Art History Major ● ● Eight art history or architectural history courses including: o ART 240 - Art History Survey o ART 388 - Modern Art o Six other art history or architectural history courses Two studio courses: 93 ● ● o ART 102 - Visual Literacy or ART 107 - Drawing o ART 118 - Painting I or ART 221 - Sculpture I ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Art History majors must participate in a group exhibition and review in their junior year, followed by creating and curating a research-based exhibition with faculty review in their senior year. Double Major Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Architecture Minor Five courses including: ● ART 105 - Introduction to Architectural Drawing ● ART 210 - Drawing for Design in Architecture ● ART 243 - History of Architecture to 1750 ● ART 244 - History of Architecture after 1750 ● ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Graphic Design Minor ● ● ● ● ● ● ● ART 107 - Drawing or ART 122 - Plein Air Sketching I ART 102 - Visual Literacy ART 109 - Pixels and Vectors ART 201 - Introduction to Graphic Design ART 202 - Typography ART 315 - Graphic Systems ART 324 - Design Studio I Studio Art Minor Five courses including: ● ART 102 - Visual Literacy ● ART 107 - Drawing ● ART 240 - Art History Survey ● Two additional studio art courses For a complete list of courses and descriptions, see the Course Description Search. 94 Biochemistry Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich complexity and variety of life. Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and biochemists are trained to appreciate those mechanisms on a uniquely fundamental level. Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians. The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both departments who focus specifically on biochemistry for their academic vocation. Biochemistry Faculty Matthew Beckman (Chair, Biology), Jennifer Bankers-Fulbright, William Capman, David Crowe , Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck, Amanda Case, Michael Wentzel (Chair, Chemistry). Degree and Major Requirements Bachelor of Science in Biochemistry Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 354and 354L - Cell Biology BIO/CHM 369 and 369L – Biochemistry BIO/CHM 370 - Biochemistry II CHM 115 and 115L - General Chemistry I and Lab CHM 116 and 116L - General Chemistry II and Lab CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L - Calculus I One of MAT 146 or MAT 255 o MAT 146 and 146L - Calculus II o MAT 255- Multivariable Calculus Two semesters of CHM 491 - Chemistry Seminar Minimum 8 additional credits from: o BIO 355and 355L- Genetics o BIO 361 and 361L - Plant Biology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology 95 ● ● o BIO 486 - Immunology o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o PHY 317 - Biophysics o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major) o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry o BIO 499 / CHM 499 - Independent Study (maximum 4 credits) Four credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab One Keystone course chosen from: o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. General Education Accommodation BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Transfer Course Policy for Majors and Minors Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the departments, subject to review by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be completed in residence (at Augsburg University). Departmental Honors in Biochemistry The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major. Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research). Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors 96 process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of C- in all courses that are prerequisite for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses applied toward the major must be traditionally graded. Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or chemistry during their final year of the program. The exam will appear on the graduation checklist. Biochemistry for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making an application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson Blackwell. Graduate Training in Biochemistry Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through internships and summer research experiences. Careful consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research options. For a complete list of courses and descriptions, see the Course Description Search. 97 Biology From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our students acquire the necessary knowledge to fully understand biological phenomena. Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and (5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty and subsequently present your research at regional, national, and international meetings. Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in post-secondary teaching, basic and applied research, and public health or have entered professional programs in medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as laboratory technologists and teachers. Biology Faculty Matthew Beckman (Chair), Jennifer Bankers-Fulbright, William Capman, David Crowe, Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck, Chris Palaniuk (lab manager/instructor) Degree and Major Requirements Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. All of the following courses are required for the major: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity BIO 354 and 354L - Cell Biology BIO 355 and 355L - Genetics CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I One of PHY 107, PHY 116, or PHY 121 o PHY 107 and 107L - College Physics I o PHY 116 and 116L - Introduction to Physics o PHY 121 and 121L - General Physics I MAT 114 - Precalculus (or achievement of MPG 4) One of DST 164, MAT 145, MAT 163, or PSY 215 o DST 164 - Introduction to Statistics (with R) o MAT 145 and 145L - Calculus I o MAT 163 - Introductory Statistics o PSY 215 - Research Methods and Statistics I One Keystone course chosen from: 98 ● o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Five additional upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481, or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different BIO485 courses in place of one upper division elective: o BIO 351 and 351L - Invertebrate Zoology o BIO 353 and 353L - Comparative Vertebrate Anatomy o BIO 361 and 361L - Plant Biology o BIO 369 and 369L - Biochemistry o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 444 and 444L - Genomics and Biotechnology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology o BIO 481 and 481L - Ecology o BIO 485 - Advanced Topics in Biology (completed twice) o BIO 486 - Immunology o BIO 495 - Special Topics in Biology o ENV 320 and 320L - Environmental Science o PHY 317 and 317L - Biophysics General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted. Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. 99 Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by successfully completing one of the following: 1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399, BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and a written report in the style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the time of the proposal submission so that successful recipients of departmental honors can be recognized during graduation ceremonies. 2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final presentation). Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg University. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 354, BIO 355 and Organic Chemistry in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 354 and BIO 355 in order to fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making an application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey Richardson Blackwell. Post-baccalaureate programs generally discourage students from taking courses with the Pass/Low Pass/No Pass option. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through 100 internships and summer research experiences. Careful consultation with a biology advisor is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives. Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an introductory geology course. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. The state requirements may be subject to change after the publication of this catalog. Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University. Students must have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 101 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy Freiheit (Psychology), David Matz (Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen courses, including at least five courses numbered 300 or above: ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Ecology, Evolution and Diversity BIO 354and 354L- Cell Biology BIO 475 and 475L - Neurobiology CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 – Biopsychology Two Psychology electives from the following: o PSY 253 - Aging and Adulthood o PSY 262 - Psychopathology o Either PSY 299 or two semesters of PSY 360 ▪ PSY 299 - Directed Study (Research in Biopsychology) ▪ PSY 360 - Psychology Laboratory (two semesters) o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 391 - Individual Differences o PSY 410 - Clinical Neuropsychology o PSY 491 - Advanced Research Seminar o PSYC 322 - Sensation and Perception (St. Thomas) o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) o PSYC 378 - Psychology of Language (Macalester) o PSYC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: o BIO 355and 355L- Genetics o BIO 369 and 369L - Biochemistry o BIO 471 and 471L - Advanced Cell and Molecular Biology o BIO 473 and 473L- Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology 102 ● o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) o BIOL 356 - Cellular and Molecular Neuroscience (Macalester) o PHY 317 and 317L – Biophysics One Keystone course chosen from: o BIO 490 - Biology Keystone o PSY 400 - Keystone Internship o SCI 490 - Integrated Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. Other Requirements An average grade of C-, with no grade below a D is required for BIO 151 and 152. At least two of the electives applied towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 103 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jeff Clement, Jacob Enger, Cory Erickson, Marc D. Isaacson, Soebin Jang, Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, and Marc C. McIntosh General Requirements Majors The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined Business and Economics major, which incorporates courses from both the Departments of Business Administration and Economics. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. The Department of Business Administration offers eight minors: Business Administration (for non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International Business, Music Business, Accounting, Management Information Systems, and Marketing. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area or the chair. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The Business Administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is recommended students start the process during their junior year. More information is available on the Departmental Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information. Internships Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department 104 offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding an internship placement within an organization which supports their major and provides direction and support. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for international business courses or other overseas opportunities. Master of Business Administration Classes Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those courses towards their undergraduate degree. Students must meet the following criteria: ● ● ● ● Undergraduate business students in good academic standing with an overall GPA of 3.50 or better Undergraduate students who have taken all of the prerequisite courses Advisor approval required Permission of the MBA Director required Undergraduate senior business students may take up to a maximum of two graduate courses. If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course. Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies: No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42 additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the courses selected will count toward the appropriate programs (at Augsburg or elsewhere). P/LP/N Grades Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details regarding P/LP/N grades. Business Core Requirements* *The exceptions are the Business/Economics major and the Music Business major. Thirteen courses including: ● ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management BUS 301 - Business Law BUS 362 - International Business ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors) o MIS 264 - Statistical Literacy for Managers o MIS 379 - Quantitative Methods for Business and Economics MKT 252 - Principles of Marketing One of the following mathematics courses: o MAT 110 - Finite Mathematics o MAT 111 - Mathematics in Society o MAT 114 – Precalculus 105 o o o ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 202- Discrete Mathematics for Computing (MAT 202 is required for Management Information Systems majors) o o DST 334 - Statistical Modeling One of the following communications courses: o COM 111 - Public Speaking o COM 112 - Contest Public Speaking o COM 115 - Scientific and Technical Public Speaking o COM 117 - Business and Professional Speaking o ENL 223 - Writing for Business and the Professions o ENL 240 - Foundations of Literary and Cultural Study o ENL 241 - Introduction to Cinema Art o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815 o HIS 103 - A Global History of Europe Since 1750 o HIS 282 - Women and Gender in U.S. History since 1848 Further explanation of the above: ● ● The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding DST 164, MAT 204, MAT 205, MAT 163, and MAT 325). The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF status. For a complete list of courses and descriptions, see the Course Description Search. 106 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. Within this area, there is one specialization available to Day students called Music Business and another option available to both Day and AU students called the Combined Business and Economics major. These two areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. These majors involve substantial courses from outside the Department. The major requirements for these majors are shown below. Degree and Major Requirements Business Administration Major with a Specialization in Music Business Eight business and economics courses including: ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242) FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Two allied requirements in economics: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Courses: ● ● ● ● ● ● MUS 105 - Careers in Music Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS/BUS 399 – Internship MUS 162 – Entrepreneurship for Creative Businesses** MUS 408 – Current and Future Issues in the Music Industry** **Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of MUS162 and MUS408 12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg), selected from: ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 or MUS 420 - Worlds of Music MUS 241 or MUS441 - History of Jazz (other MUS courses as approved by advisor) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or MIS 379 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 107 Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Thirteen courses including: ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics Two additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379) ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics Two other upper division ECO course (ECO399 may not be applied to this requirement) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing: ECO 112 or 113 (QF) and MIS 379 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration *This minor is not available to students majoring in Accounting, Finance, International Business, Management, Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot grant two academic credentials for the same set of courses. Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting MKT 252 - Principles of Marketing BUS 242 - Principles of Management One of MIS 379, MIS 264, or FIN 331 o MIS 379 - Quantitative Methods for Business and Economics o MIS 264 - Statistical Literacy for Managers o FIN 331 - Financial Management One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the Department Chair. Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer Science, Mathematics, Physics, Psychology) Six courses including: ● ● ACC 221 - Introduction to Financial Accounting One of BUS 242 or ENT 254 108 ● ● ● ● o BUS 242 - Principles of Management o ENT 254 - Entrepreneurship ECO 113 - Principles of Microeconomics MKT 252 - Principles of Marketing PHI 120 - Ethics One of BUS 399 or BUS 397 o BUS 399 - Internship o BUS 397 - Internship Minor in Entrepreneurial Studies The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five required courses are intended to be completed during the last three years of school with the capstone class taken during their senior year. ● ● ● ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC 250 - Accounting for Entrepreneurs ECO 113 - Principles of Microeconomics ENT 254 - Entrepreneurship ENT 354 - Managing Innovation and Design Thinking One of BUS/ECO 399 or the ENT Senior Incubation Project o BUS/ECO 399 – Internship o ENT 400-level Senior Incubation Project (course currently in development) Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music Department for requirements. For a complete list of courses and descriptions, see the Course Description Search. 109 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules CMA exam: www.imanet.org/cma_certification Degree and Major Requirements Accounting Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Accounting Courses: Six courses including: ● ● ● ● ● ● ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting ACC 326 - Individual Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion 110 of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from an Augsburg professor and one from an employer) Personal statement Example of their writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Phyllis Kapetanakis Minor in Accounting Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting One of the following: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics o FIN 331 - Financial Management o MIS 260 - Problem Solving for Business o MIS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 111 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Finance Courses Five courses including: ● ● ● ● ● ACC 322 – Intermediate Accounting I ECO 315 - Money and Banking FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 112 International Business The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Required International Business Courses: Four courses including: ● ● ● ● BUS 465 - International Management MKT 466 - International Marketing One of ECO 360, ECO 370, or FIN 460 o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance Complete three semesters of a foreign language o FRE 211 - Intermediate French I o GER 211 - Intermediate German I o SPA 211 - Intermediate Spanish I o Another language in transfer Further explanation of the above: Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in International Business Six courses including: ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC250 - Accounting for Entrepreneurs One of BUS 242 or MKT 252 113 ● ● o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: o BUS 362 - International Business o BUS 465 - International Management o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance o MKT 466 - International Marketing Students should consult the area coordinator concerning acceptable alternatives in international economics. For a complete list of courses and descriptions, see the Course Description Search. 114 Management The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Required Management Courses: Four courses including: ● ● ● ● BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management One of MIS 376 or ECO 318 o MIS 376 - Project Management o ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 115 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements ● Must take MAT 202 as math course Required MIS Courses: Seven courses including: ● ● ● ● ● ● ● MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) One of CSC 170 or CSC 240 o CSC 170 - Introduction to Object-Oriented Programming (Java) o CSC 240 - Information Security and Assurance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Analytics Seven courses including: ● ● ● ● ● ● ● CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 310 - Introduction to Data Science - Course has been discontinued; contact the Business Dept for substitutions MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 479 - Business Analytics - Course has been discontinued; see director/chair for alternative options One of DST164, MAT 163, or MIS 379 o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introductory Statistics o MIS 379 - Quantitative Methods for Business and Economics One of MAT 202, MAT 145, or MAT 122 o MAT 202- Discrete Mathematics for Computing o MAT 145 and 145L - Calculus I 116 o MAT 122 - Calculus for Social and Behavioral Sciences Minor in MIS Six courses including: ● ● ● ● ● ACC 221 - Introduction to Financial Accounting One of BUS 242 or MKT 252 o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor): o MIS 270 - Data Management for Business o MIS 375 - E-Commerce o MIS 376 - Project Management o ECO 318 - Management Science For a complete list of courses and descriptions, see the Course Description Search. 117 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field after graduation. Degree and Major Requirements Marketing Major Business Core Requirements Required Marketing Courses: Five courses including: ● ● ● ● ● MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing One of MKT 350 or MKT 354 o MKT 350 - Consumer Behavior o MKT 354 - Sales Management One of MKT 355, MKT 357, or MKT359 o MKT 355 - Marketing Communications o MKT 357 - Advertising o MKT 359 - Digital Marketing Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in Marketing Five courses including: ● ● ● ● MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis One of MKT 355, MKT 357, or MKT359 o MKT 355 - Marketing Communications o MKT 357 – Advertising o MKT 359 - Digital Marketing Two additional marketing courses For a complete list of courses and descriptions, see the Course Description Search. 118 Chemistry Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists: ● ● ● ● To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate varied study areas with the sciences. As science majors, they will be knowledgeable problem solvers who care and connect with the community. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining, understanding and appreciating the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Michael Wentzel (Chair), Jessica Allen, Gabriella Amberchan, Amanda Case, Arlin E. Gyberg (Emeritus), David R. Hanson, Jacob Troutman Degree and Major Requirements Bachelor of Arts ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 369 and 369L - Biochemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II 119 ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II 4 additional credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II CHM 251 and CHM 251L - Organic Chemistry I CHM 252 and CHM 252L - Organic Chemistry II CHM 280 and CHM 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 369 and CHM 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) CHM 499 - Introduction to Chemical Research SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II COM 115 or COM 111 - a public speaking course One course from: o CHM 464 - Advanced Organic Chemistry o CHM 482 - Advanced Inorganic Chemistry 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab 120 Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and pre-professional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their academic careers. Bachelor of Science (non-ACS-Approved) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II SCI 490 - Integrated Science or other approved Keystone 12-credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 4 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Bachelor of Science (American Chemical Society Approved Major) ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 464 - Advanced Organic Chemistry 121 ● ● ● ● ● ● ● ● ● ● CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Keystone or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II 4-credits from: o CHM 370 - Biochemistry II o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L - Biophysics BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum Modifications section of this catalog for details. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division chemistry courses. Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: ● ● A summer or academic year chemistry, biochemistry or biophysics research or internship via successful completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research). Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal letter of intent will be composed of no more than one page of text providing the following: 1. Title of project; 2. Abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; 3. Name and signature (with date) of your faculty mentor; and 4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry Department) who have agreed to serve as your Departmental Honors Committee. A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year. 122 Minor in Chemistry Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg. Transfer Course Policy for Majors and Minors Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the department, subject to review by the chair. Only those chemistry courses successfully completed (C- or above) will be considered. Other Requirements At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor. Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 123 Communication Studies, Film, and New Media Communication studies is a discipline that utilizes quantitative, qualitative, rhetorical, and critical research to understand and create effective messaging over a wide variety of different contexts. Communication professionals must understand the role that audience and situation play in the creation and dissemination of effective messages. Successful communicators have strong skills in written and oral communication, and in critical and analytical thinking. At Augsburg, the study and practice of communication is grounded in an attempt to understand the role communication plays in creating, maintaining, and challenging relationships and social systems. Students majoring in communication will choose either a concentration in strategic communication or a concentration in applied communication. Faculty Communication Studies Kristen Chamberlain, Robert Groven, Jenny Hanson, David Lapakko, Michelle Mcateer, Jenna McNallie (Chair) Film Studies Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Darcey Engen, Raven Johnson, Elise Marubbio New Media Jenny Hanson (Program Director), Kristen Chamberlain, Milda Hedblom, Christopher Houltberg, Jenna McNallie Degree and Major Requirements Communication Studies Major, Bachelor of Arts For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: ● ● ● ● ● ● ● ● One of COM 111, COM 115, or COM 117 o COM 111 - Public Speaking o COM 115 - Scientific and Technical Public Speaking o COM 117 - Business and Professional Speaking COM 254 - Interpersonal Communication COM 301 - Research Methods in Communication Studies COM 329 - Intercultural Communication COM 351 – Argumentation COM 490 - Keystone: Critical Conversations about Vocation Complete one of the following concentrations o Strategic Communication ▪ COM 290 - Writing for Strategic Communication ▪ COM 328 - Multimedia Communication ▪ COM 330 - Crisis Communication ▪ COM 380 - Strategic Communication Campaigns o Applied Communication ▪ COM 305 - Interviewing ▪ COM 345 - Organizational Communication ▪ COM 352 – Persuasion ▪ COM 355 - Small Group Communication Complete two additional electives, including at least one numbered 300 or above, chosen from: o COM 120 - Mass Media and Popular Culture o COM 180 - Introduction to Communication Studies 124 o o o o o o o o o o COM 260 - Environmental Communication COM 295 - Topics COM 299 - Directed Study COM 310 - Family Communication COM 333 - Nonverbal Communication COM 399 - Internship COM 415 - Diversity and Representation in the Media COM 495 - Communication Topics COM 499 - Independent Study NMS 230 - Social Media Strategic Communication Concentration Strategic communication focuses on the creation and evaluation of messages in the fields of journalism, public relations, advertising and marketing. Professionals in strategic communication have an understanding in how research drives both message creation and the assessment of the effectiveness of those messages. The impact of messages on various audiences is an integral part of this concentration. Strategic communication emphasizes strong written, oral, and visual communication skills. Applied Communication Concentration Applied communication is a versatile concentration that prepares communication professionals for a wide range of careers and practices. Courses in this concentration will prepare students for careers in business and management, human relations, nonprofit programming and operations, and community organizing. Students will develop skills that make them more effective and ethical practitioners of communication in one-on-one situations, in working groups and teams, and in organizational contexts. The applied communication concentration emphasizes relationship building as a key component of effective communication. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor For transfer students, at least three of these six courses must be courses completed at Augsburg. Six courses including: ● ● ● ● ● COM 111 - Public Speaking COM 180- Introduction to Communication Studies COM 329 - Intercultural Communication COM 351 - Argumentation Two elective courses chosen from the following 4-credit courses: o COM 120 - Mass Media and Popular Culture 125 o o o o o o o o o o o o o o o o COM 243 - Studio Production COM 247 - Documentary History and Theory COM 254 - Interpersonal Communication COM 260 - Environmental Communication COM 301 - Research Methods in Communication Studies COM 299 - Directed Study COM 333 - Nonverbal Communication COM 345 - Organizational Communication COM 352 - Persuasion COM 355 - Small Group Communication COM 380 - Strategic Communication Campaigns COM 399 - Internship COM 415 - Diversity and Representation in the Media COM 490 - Keystone: Critical Conversations about Vocation COM 495 - Communication Topics COM 499 - Independent Study Film Major The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s Studies, to name a few. Required of all Film Majors: Nine core courses plus three electives from one of two tracks of study: ● ● ● ● ● ● ● ● ● ● FLM 180 - Film Sight and Sound FLM 216 - Film Production I FLM 260 - Documentary Production I FLM 420 - Issues in Contemporary Cinema FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation COM 247 - Documentary History and Theory ENL 241 - Intro to Cinema Arts ENL 371 - History of Cinema One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television) o THR 232 – Acting o THR 233 - Acting for Camera Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may need to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 - Photography ART 215 - Introduction to Web Design ART 315 - Graphic Systems ART 340 - Digital Imaging 126 COM 243 - Studio Production ENL 328- Screenwriting FLM 124 - Monster Movies FLM 240 - Animation FLM 312 - Film Production II FLM 348 - Intermediate Video Production FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study MUS 130 - Introduction to Music in the Fine Arts PHY 119 - Physics for the Fine Arts THR 328 - Theatrical Design Track 2: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: AIS 264 - American Indians in the Cinema AIS 364 - Indigenous Filmmakers AIS 208 - Native American/First Nations Women and Film ART 240 - Art History Survey ENL 240 - Foundations of Literary and Cultural Study ENL 328 - Screenwriting ENL 430 - Advanced Studies in Theory and Method FLM 124 - Monster Movies FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHI 120 - Ethics PHY 119 - Physics for the Fine Arts RLN 319 - Religion at the Movies SPA 248 - Spanish and Latin American Culture Through Film Film Minor ● ● ● ● ● ● COM 120 - Mass Media and Popular Culture COM 247 - Documentary History and Theory ENL 241 - Introduction to Cinema Arts ENL 371 - History of Cinema FLM 180 - Film Sight and Sound FLM 420 - Issues in Contemporary Cinema New Media Major, Bachelor of Arts The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments. The program fosters learning to manage change in media, creating effective expressions (communications, creative works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study to understand the relationships between technology and culture. The major involves options for courses in art, business, communication, computer science, education, English, music, political science, and more. Students are encouraged to double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path of study as approved by the program advisor. Required of all New Media Majors: ● ● NMS 220 - Foundations of New Media NMS 242 - Electronic Literature 127 ● ● ● ● ● COM 415 - Diversity and Representation in the Media POL 371 - Internet Law One of the following: o NMS 399 - Internship o NMS 375 Practicum o Internship, Practicum, or Workshop in Concentration NMS 490 - Vocation and New Media (or Keystone in Concentration) Four courses (or at least 16 credits) from the new media electives list: o ART 102 - Visual Literacy o ART 124 - Graphic Design Production: InDesign (1cr) o ART 125 - Graphic Design Production: Illustrator (1cr) o ART 126 - Graphic Design Production: Photoshop (1cr) o ART 133 - Introduction to Digital Photography o ART 180 - Intro to Community-based Photography o ART 201 - Introduction to Graphic Design o ART 202 - Typography o ART 215 - Introduction to Web Design o ART 226 - Artist Workshop (1cr) o ART 315 - Graphic Systems o ART 340 - Digital Imaging o COM 243 - Studio Production o CSC 250 - Game Programming on the Web o CSC 431 - Intro to AI Robotics o CSC 495 - Topics: Mobile Applications o EDC 220 - Educational Technology o ENL 226 - Introduction to Creative Writing o ENL 241 - Introduction to Cinema Art o ENL 324 - Creative Non-Fiction o ENL 328 - Screenwriting o ENL 371 - History of Cinema o FLM 180 - Film, Sight, and Sound o FLM 240 - Animation o FLM 260 - Documentary Production I o FLM 372 - Producing for Film and Television o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field o INS 331 - Art and Culture in Political, Social and Historical Context o MUS 221 - Intro to Music Technology o MUS 272 - Human Identity through the Creative Arts o MUS 336 - Arts Management and Concert Promotion o NMS 230 - Social Media o NMS 260 - New Media Production o NMS 295 - Topics in New Media o NMS 320 - Contemporary New Media Practices o NMS 495 - Topics in New Media o NMS 499 - Independent Study o PHI 260 - Philosophy and the Arts o PHY 261 - Electronics o POL 342 - Mass Communication and Society o POL 495 - Impact of the Internet o RLN 216 - Religion and Science in Popular Culture 128 New Media Concentration in Promotional Communication This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make effective use of new media technologies. Students are required to take the New Media core and four of the following courses: COM 120 - Mass Media and Popular Culture COM 380- Strategic Communication Campaigns NMS 230 - Social Media NMS 260 - New Media Production NMS 320 - Contemporary New Media Practices New Media Concentration in Web Design This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in design, learn coding, and obtain valuable skills in understanding the impact of such on society. Students are required to take the New Media core and the following courses: ART 124 - Graphic Design Production: InDesign ART 127 - Graphic Design Production: HTML/CSS ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 315 - Graphic Systems POL 495 - Impact of the Internet Game Design and Development Major This major emphasizes the social significance of computational problem solving within the game narrative and game-based environments. Students are required to take the following courses: ● ● ● ● ● ● ● ● ● ● ● ● ● NMS 220 - Foundations of New Media NMS 242 - Electronic Literature COM 415 - Diversity and Representation in the Media NMS / POL 371 - Internet Law NMS 490 - Vocation and New Media NMS 115 - Introduction to Game History and Design NMS 252 - Content and Systems Design NMS 352 - Unity I: Working With Unity NMS 452 - Unity II: Advanced Unity NMS 475 - Game Design Studio CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 311 - Web Applications and Databases Complete both CSC 170 and CSC 272, or just GDM4 through Rize Education ○ Both CSC 170 and CSC 272 ■ CSC 170 - Introduction to Object-Oriented Programming (Java) ■ CSC 272 - UNIX and C ○ GSM4 - C# Programming New Media Minor Four core courses and 8 elective credits: ● ● ● NMS 220 - Foundations of New Media NMS 242 - Electronic Literature COM 415 - Diversity and Representation in the Media 129 ● ● POL 371 - Topics: Internet Law Two courses or 8 credits from the new media elective list. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the COM 351 for Communication Studies majors and one of DST 164, MAT 111, or PHY 119 for Film and New Media majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 130 Critical Race and Ethnicity Studies Critical Race and Ethnicity Studies (CRES) provides a broader understanding of the ways in which race and related identities have been so important. The primary focus is on the role they have played in American society, although CRES classes also look at comparable developments in other countries. Given the importance of this in our world today, a CRES major helps students develop understandings which can be useful in many careers, whether business, education, government, the non-profit world, science, or any of a variety of other fields. The approach is an interdisciplinary one, so CRES students can experience multiple approaches to understanding and learn to strengthen their critical thinking skills in different ways. Critical Race and Ethnicity Studies Faculty Andrew Aoki (chair), Richard Breaux, Ly Nguyen Degree and Major Requirements A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses must be numbered 300 or above. Each course for the major can only satisfy one requirement. The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined below. ● ● ● ● ● CRS 101- Introduction to Critical Race and Ethnicity Studies CRS 300 - Critical Race and Ethnicity Studies Theory and Methods CRS 490 - Critical Race and Ethnicity Studies Senior Seminar Complete five focus area courses, with three in the primary focus area and one from each of the other two areas. o Africana Studies ▪ CRS 120 - Topics in Africana Studies ▪ CRS 220 - Topics in Africana Studies ▪ CRS 320 - Topics in Africana Studies ▪ CRS 420 - Colloquium in Africana Studies o Asian American and Pacific Islander Studies ▪ CRS 140 - Topics in Asian American and Pacific Islander Studies ▪ CRS 141 - History Untold: Southeast Asian American Refugee Experiences ▪ CRS 340 - Topics in Asian American and Pacific Islander Studies ▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies o Latine/x Studies ▪ CRS 160 - Topics in Latine/x Studies ▪ CRS 161 - Introduction to Cultural Studies in Latin American and the Caribbean ▪ CRS 261 - Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the Caribbean ▪ CRS 360 - Topics in Latine/x Studies ▪ CRS 460 - Colloquium in Latine/x Studies Complete eight credits of additional CRS electives, beyond those applied to requirements above Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or the QR from a second major. 131 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in Critical Race and Ethnicity Studies Complete CRS 101 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above. 132 Culture and Social Justice Minor The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories, struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized marketplace. Coordinators Andrew Aoki and Elise Marubbio Minor Requirements A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for approval. One introductory course: AIS 105 - Introduction to American Indian Studies ANT 141 - Introduction to Cultural Anthropology CCS 100 - Introduction to Cultural Studies One course is required from each of the four clusters: Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches to understanding globalization and marginalization. One course is required. AIS 208 - Native American/First Nations Women and Film AIS 364 - Indigenous Filmmakers COM 329 - Intercultural Communication PSY 261 - Personality and Cultural Context SOC 240 - Protest and Social Change: Sociology of Social Movements SOC 265 - Race, Class, and Gender SOC 290 - Cultures of Violence THR 245 - Introduction to Pan-Asian Theater WST 305* - Introduction to Queer Studies WST 315 - Margins as Center: Feminist Theory WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in which Augsburg resides, and be able to explain how those communities have been shaped by and responded to marginalization. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 302 - Indigenous Expressive Forms AIS 304 - Engaging Native Communities POL 122/URB 122 - Social Justice in Urban America 133 National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 264 - American Indians in the Cinema ART 290/ ART 390 - Native American Art ENL 350* - African American Literature ENL 365* - Contemporary Postcolonial Theory and Literature HIS 236 - American Indian History HIS 241, 242, 243 - African American History POL 282 - Asian American Politics THR 270 - Introduction to Black Theater Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national boundaries, and the ways that people around the world are adapting to changing environments. One course is required. AIS 305† - Indigenous Issues of the Americas [Travel or Virtual Travel seminar]* ART 100† - special topic on pottery & spirituality; taught in Guatemala* ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art HIS 150/350 - Revolutions, Republics, and Resilience in Latin America HIS 155/355 - Cultural Conflict and Change in Latin America HIS 162/362 - Modern South Asia HIS 327† - Racism and Resistance in Southern Africa and the United States* HIS 357†* - Mexican History, Culture, and Cosmovision POL 158 - Introduction to Political Science POL 359* - Topics POL 459* - Topics in Comparative Politics SPA 332* - Latin American Civilizations and Culture WST 250 - Global Perspectives on Gender and Sexuality WST 335†* - Contemporary Latin American Women WST 341†* - Globalization, Social Struggles, and the Environment CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement. Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for Global Education and Experience at one of their international locations, while others may be done through a study abroad seminar. Courses marked with an asterisk have one or more prerequisites. One capstone course: In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be able to describe the ways that people around the world adapt to the forces of globalization, and the role that those forces play in creating or reinforcing pressures of marginalization. AIS 405: Indigenous Activism and Resistance in the Americas INS 495: Topics For a complete list of courses and descriptions, see the Course Description Search. 134 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a C- grade. Economics Faculty Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva Degree and Major Requirements Major in Economics, BA ● ● ● ● ● ● ● ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three four-credit upper division economics electives (ECO399 may not be applied to this requirement) One of DST 164, MIS 379, or MAT 163 o DST 164 - Introduction to Statistics (with R) o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics 135 ● One of MAT 114, MAT 145, or MAT 146 o MAT 114 – Precalculus o MAT 145 and 145L - Calculus I o MAT 146 and 146L - Calculus II Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics One of ECO 312 or ECO 315 o ECO 312 - Intermediate Macroeconomics o ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 350 - Labor Economics ECO 360 - International Economics ECO 490 - Research Methods in Econometrics ENL 223 - Writing for Business and the Professions One of ECO 399 or ECO 499 o ECO 399 - Internship Program o ECO 499 - Independent Study One of DST 164, MIS 379, or MAT 163 o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics o DST164 - Introduction to Statistics (with R) One of PHI 120 or PHI 125 o PHI 120 - Ethics o PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration, BA Thirteen courses including: ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics Two additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379) ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics 136 ● Two other upper division ECO course (ECO399 may not be applied to this requirement) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met by completing: ECO 112 or 113 (QF) and MIS 379 (QA). Note: All business majors are encouraged to take KEY 490 – Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer Science) ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics One introduction to statistics (MIS379 recommended), chosen from: o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introductory Statistics (offered infrequently) o MIS 379 - Quantitative Methods for Business and Economics MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus MAT 315- Linear Algebra Two upper division mathematics/statistics courses, chosen from: o DST 374 - Mathematical Statistics o MAT 370 - Real Analysis o MAT 373 - Probability Theory o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences Three four-credit upper division Economics courses (ECO 416 recommended) CSC 165 - Introduction to Computer Programming (Python) is also recommended. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical Economics. Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics, or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students completing the major in Mathematical Economics may complete a major in Mathematics. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. 137 Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics This minor is not available to students majoring in the combined major of Business Administration and Economics. ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional four-credit upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 138 Education The Department of Education maintains liberal arts-based teacher education programs that are approved by the Professional Educator Licensing and Standards Board. These programs lead to recommendation for licensure to the State of Minnesota for: ● ● ● ● ● Elementary (grades K-6) Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening program only*) General Science (5-8) initial license Optional endorsements for a K-6 elementary license include: mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program Availability Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or AU* undergraduate program. Contact the Education Department or the Office of Admission for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the licensure program are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. 139 Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply through the Study Abroad and Study Away Office in the Center for Global Education and Experience. Education Faculty Yacoub Aljaffery, Joseph Erickson, Jennifer Diaz (Chair), Terrance Kwame-Ross, Audrey Lensmire, Rachel Lloyd, Jason Lukasik, Sergio Madrid Aranda 140 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses AIS 105 - Introduction to American Indian Studies Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite. MAT 204 - Mathematics for Elementary Teachers I (fall) MAT 205 - Mathematics for Elementary Teachers II (spring) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World and PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, AU, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) and BIO 102 - The Biological World Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Required education courses: ● EDC 200 - Critical Histories and Philosophies of Education ● EDC 220 - Educational Technology ● EED 314 - Transcultural Literacies: An Introduction to Language and Literacy ● EDC 310 - Learning and Development in an Educational Setting Elementary Major coursework: (Courses from this point on require admission to the licensure program) ● ESL 320 - Introduction to Linguistics ● EED 335 - Multidisciplinary Methods for Elementary Teachers ● EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom ● EED 350 - K-6 Methods: Mathematics ● EED 360 - K-6 Methods: Science 141 ● ● ● EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms EDC 375 - Learners with Dis/abilities EDC 490 - School and Society or ESL 490 - Language, Culture, and Schools Student Teaching Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major. ● ● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional License or Endorsement, for students completing an additional license) EED 489 - Teacher Performance Assessment and Student Teaching Seminar Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ● ● ● ● ● ● ● ENL 220 - Critical and Analytical Writing ENL 240 - Foundations of Literary and Cultural Study One of COM 254, COM 329, COM 351, or COM 355 o COM 254 - Interpersonal Communication o COM 329 - Intercultural Communication o COM 351 – Argumentation o COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area** ESE 350 - 5-12 Methods: Literature and Reading** EDC 482 - Student Teaching: Additional License or Endorsement Social Studies (5-8th grade) ● ● ● ● ● ● ● ● POL 121 - American Government and Politics One of HIS 120, HIS 121, or HIS 122 o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815 o HIS 121 - An Empire for Liberty: U.S. History To 1877 o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S. ECO 113 - Principles of Microeconomics One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa o PSY 105 - Principles of Psychology o SOC 121 - Introduction to Sociology o ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography ESE 300 - Reading/Writing in the Content Area** ESE 311 - Middle School Methods: Social Studies** EDC 482 - Student Teaching: Additional License or Endorsement Mathematics (5-8th grade) ● ● ● ● ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I One of MAT 163: Introductory Statistics or DST164: Introduction to Statistics (with R) (recommended) MAT 302 - Discrete Mathematical Structures MAT 325 - History of Mathematics MAT 335 - Exploring Geometry 142 ● ● ● ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Additional License or Endorsement General Science (5-8th grade) ● ● ● ● ● ● ● ● ● ● BIO 102 and 102L - The Biological World BIO 121 and 121L - Human Biology CHM 115 and 115L - General Chemistry I CHM 116 and 116L - General Chemistry II PHY107 and 107L - Introduction to Physics SCI 106 and 106L - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area** ESE 341 - Middle School Methods: Natural Science** EDC 482 - Student Teaching: Additional License or Endorsement Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 143 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admission is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekday evening framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: ● ● ● AIS 105 - Chemical Dependency Education ENL 111 - Effective Writing II Modern language prerequisites (2 years high school or 1 year college language) Required Education Courses for ESL: ● ● ● ● ● ● EDC 200 - Critical Histories and Philosophies of Education EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EDC 375 - Learners with Dis/abilities EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom ESE 325 - Creating Learning Environments ESL Major Courses ● ● ● ● ● ● ● ● ● ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods ESL 490 - Language, Culture, and Schools (Keystone requirement) EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional License or Endorsement, for students completing an additional license) ESL 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 144 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ● HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I ● AIS 105 - Introduction to American Indian Studies ● EDC 200 - Critical Histories and Philosophies of Education ● EDC 220 - Educational Technology Foundations Block II ● EDC 310 - Learning and Development in an Educational Setting Courses from this point and on require admission to the licensure program . Methods Block I ● ESE 300 - Reading/Writing in the Content Area ● ESE 325 - Creating Learning Environments Methods Block II ● ESE 3XX - K-12 or 5-12 Methods in Content Area Capstone Block ● EDC 375 - Learners with Dis/abilities ● EDC 490 - School and Society Student Teaching Block ● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional License or Endorsement, for students completing an additional license) ● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of C- or better. 145 Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admission Offices for information. For a complete list of courses and descriptions, see the Course Description Search. 146 Special Education: Academic Behavioral Strategist The special education ABS major is available only through the AU* program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field experience requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and undergraduate credits. Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill liberal arts requirements: ● ● ● ● ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education MAT 204 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) AIS 105 - Introduction to American Indian Studies Required Education Courses for ABS: ● ● ● ● EDC 200 - Critical Histories and Philosophies of Education EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EED 314 - Transcultural Literacies: An Introduction to Language and Literacy Students must be admitted to the licensure program to take courses beyond this point. ● ● ● ● ● ● ● ● ● ● ● ● ● EED 350 - K-6 Methods: Mathematics EED 360 - K-6 Methods: Science ESL 320 - Introduction to Linguistics for Teachers EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom EDC 375 - Learners with Dis/abilities SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning EDC 481 - Student Teaching: Initial License for Undergraduate Students SPE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 147 Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: ● ● ● ● ● ● EDC 375 - Learners with Dis/abilities EDU 491 - Practicum and Seminar in Special Education PSY 105 - Principles of Psychology SOC 231 - Family Systems: A Cross-Cultural Perspective One of PSY 250, PSY 252, or PSY 253 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o PSY 253 - Aging and Adulthood One of PSY 357, PSY 359, SOC 265, or SWK 301 o PSY 357 - Behavior Analysis o PSY 359 - Assessment o SOC 265 - Race, Class and Gender o SWK 301 - History and Analysis of Social Policy Interested students should contact the director of Special Education at the outset of coursework For a complete list of courses and descriptions, see the Course Description Search. 148 English The Augsburg English Major is designed for students who love good stories. Professors in the department believe that the best stories are those that challenge us, shock us, confuse us, unsettle us, change us, and demand that we respond. The purpose of literature is to make a familiar world feel strange and new again; to expand our sense of empathy; to “arrest our attention,” according to Saul Bellow, “in the midst of distraction.” Although English literature is steeped in histories of oppression, colonization, sexism, racism, and other forms of violence, it has also been a vehicle for the subversion of dominant ideologies and histories. Students who major in English encounter texts that are both problematic and poetic, unsettling and beautiful, worldly and transcendent. English majors may be poets, book lovers, activists. They might become grantwriters or teachers or editors, yes, but they might also become lawyers, web designers, engineers, physical therapists, social workers, or business moguls. Whatever path students choose, the English major will provide them with essential skills to guide their way: creative and critical thinking and writing, research methods, argumentation, collaborative problem-solving, close reading, project management, and leadership. Most importantly, the major empowers students to strengthen and hone their interpretations, opinions, and voices. “Powerlessness and silence,” as Margaret Atwood writes, “go together.” James Baldwin puts the same idea differently: “You write in order to change the world.” English Faculty Robert Cowgill, Stephan Clark, Jennifer Forsthoefel, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Mzenga Wanyama (Chair) Degree and Major Requirements The major requires ten courses. Students may choose the general English Major, the major with a Creative Writing Concentration, or the major with a Professional Writing Concentration. All students majoring in English must complete five core courses and five electives. ● ● ● ● ● ● ENL 220 - Critical and Analytical Writing ENL 226 - Introduction to Creative Writing ENL 230 - Literatures of Identity, Power, and Resistance ENL 240 - Foundations of Literary and Cultural Study ENL 400 - Advanced Topics in Literature and Writing Five ENL electives, including at least four numbered 300 or above Students choose their electives from a variety of topics, some of which are offered yearly, others on an alternating basis. Always check the department website for the offerings in any given four-year period. Optional Concentrations Within the Major English majors can choose to use the five electives for the major to complete a concentration. Majors with a Creative Writing concentration must take exactly three Creative Writing (CW) designated courses (beyond ENL 226). Creative Writing concentration courses are chosen from ENL 320, ENL 322, ENL 324, ENL 325, ENL 326, ENL 328, ENL340, and the MFA master class (ENL 531, ENL 532, ENL 533, ENL 534, or ENL 535). Majors with a Professional Writing concentration must take exactly three Professional Writing (PW) designated courses (beyond ENL 220). Professional Writing concentration courses are chosen from ENL 223, ENL 324, ENL 344, ENL 380, or ENL 394. 149 English Minor Students choosing to minor in English must take five courses: two of the 200-level core courses and three electives, with at least two electives at the 300-level. To complete the minor with a Creative Writing concentration, exactly two of the three electives must be designated “CW”. To complete the minor with a Professional Writing Concentration, exactly two of the three electives must be designated “PW”. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach English, Communication Arts, and Literature in Minnesota. Students are encouraged to take courses toward their major during the first and sophomore years and to apply for the education licensure program no later than the spring of their sophomore year. Students must work with advisors in both the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major or a Communication Studies major, both of which would require additional coursework. Prerequisite: ENL 111 Major Requirements (eight courses in English): ● ● ● ● ● ● ● ● ENL 220 - Critical and Analytical Writing ENL 240 - Foundations of Literary and Cultural Study ENL 365 - Contemporary Postcolonial Theory and Literature ENL 380 - Introduction to the English Language One of ENL 394 or ENL 396 o ENL 394 - Teaching Writing: Theory and Practice o ENL 396 - Internship in Teaching Writing One upper division ENL British literature course One upper division ENL American literature course One additional ENL literature, language, or theory course chosen from ENL 360, ENL 361, ENL 371, ENL 372, ENL 375, ENL 395, or ENL 400 Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, theater, media production, or other related activity (subject to department approval) Additional Courses (outside the English Department): ● ● ● ● COM 111 - Public Speaking COM 120- Mass Media and Popular Culture One of COM 254 or COM 329 o COM 254 - Interpersonal Communication o COM 329 - Intercultural Communication One additional communications elective, chosen from NMS220, NMS242, FLM180, COM243, COM247, COM351, or POL342 Special Methods (two courses): ● ● ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening 150 Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, PHY 119, POL 483, or the QR from a second major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors projects may receive independent study credit (refer to departmental guidelines). MFA Master Class Option Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency course in their genre. Upon successful completion of the same residency requirements as graduate students, master class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits). Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three summer residency course requirements. The MFA Master Class Option is not repeatable. The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University. Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111). Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111 should be completed, if possible, during the first year. Students in Effective Writing I (ENL 101) or Effective Writing II (ENL 111) can elect the traditional grading system or P/LP/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Service Courses The department offers these service courses for students as required by a placement test. 151 Foundational Courses The 200-level courses in the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111 as a prerequisite or co-requisite. Upper Level Courses The 300-level literature courses concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. The 300-level writing courses ask students to deeply engage and analyze published work as well as their own work and that of their peers. Unless otherwise indicated, students must take at least one of the 200-level requirements or gain the consent of the instructor as a prerequisite for a 300-level course. The 400-level course emphasizes writing, scholarship, criticism, and/or theory at an advanced level. Any 300-level course or permission of the instructor serves as a prerequisite for the 400-level. The 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course. For a complete list of courses and descriptions, see the Course Description Search. 152 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences, humanities, and professional studies to examine the interdependence between humans and the natural world. It provides an understanding of the ecological, social, and cultural processes and problems that bind that world together. Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day, and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents. Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an opportunity for the close study of complex urban environments and their relationship to wider ecological systems. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies program simultaneously studies ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education, ministry, and corporate settings. Environmental Studies Faculty Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political Science, Program Director), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major A total of 14 courses, as follows: ● ● ● ● ● ● ● ● ● ● ● BIO 152 and 152L - Ecology, Evolution and Diversity and Lab ECO 113 - Principles of Microeconomics ECO 365 - Environmental Economics ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering with more than 63 credits) must take 1 section ENV 320 and 320L - Environmental Science and Lab ENV Internship (ENV 396, 397, 398, or 399) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History One of SWK 210 or ENV 340 o SWK 210 - Environmental Justice and Social Change o ENV 340 - Climate and Environmental Justice One of CHM 102 or CHM 115 o CHM 102 and 102L - Chemistry for Changing Times o CHM 115 and 115L- General Chemistry I and Lab One lower division elective chosen from: 153 ● ● ● o AIS 105 - Introduction to American Indian Studies o AIS 205 - Contemporary American Indian Issues o COM 260 - Environmental Communication o POL 241 - Environmental and River Politics o SOC/URB 111 - City Life: Introduction to Urban Sociology One research methods course chosen from: o COM 301 - Research Methods in Communication Studies o DST 164 - Introduction to Statistics (with R) o ENV 360 - Field Research Methods and Investigation o MAT 163 - Introductory Statistics o MIS 379 - Quantitative Methods for Business and Economics o POL 483 - Political Statistics and Methodology o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis One additional upper division elective chosen from: o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 481 and 481L - Ecology and Lab o ECO 370 - International Economic Development o ENV 310 - Environmental Politics Field Seminar o ENV 330 - Topics in Environmental Studies o ENV 340 - Climate and Environmental Justice o ENV 350 - Ecology and Socio-Ecological Systems Change o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities o POL 325 - Politics and Public Policy o POL/WST 341 - Globalization, Social Struggle and the Environment o RLN 333/WST 313 - Environmental Theology and Ethics o SOC 380 - Disaster and Resilience o SOC/URB 381 - City and Regional Planning One of ENV 492 or ENV 490 o ENV/URB 492 - The City and Environment Keystone o ENV 490 - Environmental Studies Independent Project Environmental Studies Minor Five courses: ● ● ● ● ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) SWK 210 - Environmental Justice and Social Change Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300 or above: o Humanities ▪ COM 260 - Environmental Communication ▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities ▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ▪ RLN 333/WST 313 - Environmental Theology and Ethics o Social Sciences ▪ ECO 365 - Environmental Economics ▪ ENV 310 - Environmental Politics Field Seminar ▪ POL 241 - Environmental and River Politics ▪ POL 325 - Politics and Public Policy ▪ POL/WST 341 - Globalization, Social Struggle and the Environment 154 o ▪ SOC 380 - Disaster and Resilience Natural Sciences ▪ BIO 152 and 152L - Evolution, Ecology, and Diversity ▪ BIO 420 - Conservation Biology ▪ BIO 425 and 425L - Freshwater Ecology ▪ BIO 481 and 481L - Ecology ▪ CHM 115 and CHM 115L- General Chemistry I ▪ ENV 320 and 320L - Environmental Science Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods requirement. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 155 Gender, Sexuality, and Women’s Studies The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: ● ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 or another mid-level course in feminist theory selected from an approved list WST 485 - Senior Seminar WST 199/399 – Internship The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must be upper division courses. Students may take courses at any of the colleges participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality, and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or DST 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minors and Concentrations Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. 156 Gender, Sexuality, and Women’s Studies Minor Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies Program Coordinator. Sexuality Studies Minor or Concentration The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies SOC 266 - Sociology of Love, Intimacy, and Sexuality WST 305 - Introduction to Queer Studies Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 315 - Margins as Center: Feminist Theory o HPE 316 - Human Sexuality o WST 281/481 - Topics Global Women’s and Gender Studies Minor or Concentration The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: ● ● ● ● POL 359 - Topics: Women in Comparative Politics WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 - Margins as Center: Feminist Theory Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 281/481 – Topics o WST 313 - Environmental Theology and Ethics o WST 341 - Globalization, Social Struggles and the Environment o WST 357 - Mexican History, Culture and Cosmovision o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa o WST 366 - Latin American Liberation Theologies and Social Change o AIS 208 - Native American/First Nations Women and Film o AIS 305 - Indigenous Issues of Central America o ENL 365 - Contemporary Postcolonial Theory and Literature o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements in Latin America Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who transfer to 157 Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and Women’s Studies for approval of courses for the major or minor. For a complete list of courses and descriptions, see the Course Description Search. 158 Health, Physical Education, and Exercise Science All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science. Departmental goals include providing quality experiences and preparation for careers in education, allied health, and fitness professions, along with an education that leads to lifelong participation in wellness activities. The department ensures that all students - recreational participants as well as student athletes - will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in schools and in allied professions. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and chiropractic studies. Faculty Nick Brundy, Anthony Clapp (Chair), Christopher Dixon,, Jill Everett, Aaron Griess, Mike Humphreys, Holly LaBerge, Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael-Bretscher, Michael Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala Degree and Major Requirements Health Education Major - The Health Education major is currently suspended and not accepting new students. ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information. HPE 115 - Chemical Dependency Education HPE 214 - Health and Safety Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology One of PSY 250 or PSY 252 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 159 Health Education Minor - The Health Education minor is currently suspended and not accepting new students. ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information. HPE 115 - Chemical Dependency Education HPE 214 - Health and Safety Education HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Physical Education Major ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 214 - Health and Safety Education HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 321 - Motor Learning and Development HPE 324 - K-6 Physical Education Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 - Kinesiology HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 370 - Prevention and Care of Athletic Injuries HPE 451 - Physiology of Exercise HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor ● ● ● ● HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 324 - K-6 Physical Education Games and Activities 160 ● ● HPE 334 - 7-12 Sport Skills and Activities HPE 451 and 451L - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 214 - Health and Safety Education HPE 280 - Coaching Theory HPE 370 - Prevention and Care of Athletic Injuries The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Exercise Science Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 203 and 203L - Human Anatomy and Physiology HPE 214 - Health and Safety Education HPE 240 - Medical Terminology HPE 300 - Nutrition for Exercise Science HPE 303 and 303L - Advanced Human Anatomy and Physiology HPE 315 - Exercise Testing and Prescription HPE 321 - Motor Learning and Development HPE 350 and 350L - Kinesiology HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 370 and 370L - Prevention and Care of Athletic Injuries HPE 397/399 - Internship in Exercise Science HPE 404 - Advanced Fitness Training HPE 450 - Current Health Issues HPE 451 and 451L - Physiology of Exercise HPE 452 - Advanced Biomechanics HPE 490 - Exercise Science Seminar and Keystone Exercise Science Major, BS Pre-Health Science Track This major is available for those wishing to satisfy the prerequisites for graduate school in physical therapy. Students wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 – Medical Terminology, and one of MAT 114 – Precalculus or MAT 145 – Calculus. ● ● ● ● HPE 104 - Components of Fitness HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 214 - Health and Safety Education HPE 300 - Nutrition for Exercise Science 161 ● ● ● ● ● ● ● ● ● ● ● HPE 315 - Exercise Testing and Prescription HPE 321 - Motor Learning and Development HPE 350 and 350L - Kinesiology HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 370 and 370L - Prevention and Care of Athletic Injuries HPE 397/399 - Internship HPE 404 - Advanced Fitness Training HPE 450 - Current Health Issues HPE 451 and 451L - Physiology of Exercise HPE 452 - Advanced Biomechanics HPE 490 - Exercise Science Seminar and Keystone Supporting courses: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity Complete an anatomy and physiology two course sequence o HPE 203 and HPE 303 ▪ HPE 203 and 203L - Human Anatomy and Physiology ▪ HPE 303 and 303L - Advanced Human Anatomy and Physiology o BIO 320 and BIO 473 ▪ BIO 320 and 320L - Human Anatomy ▪ BIO 473 and 473L - Physiology of Humans and Other Animals o BIOL 2610 and BIOL 2620 (St. Catherine) ▪ BIOL 2610 - Human Anatomy and Physiology I ▪ BIOL 2620 - Human Anatomy and Physiology II CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PHY 107 and 107L - College Physics I PHY 108 and 108L - College Physics II PSY 105 - Principles of Psychology Complete one of PSY 215, MAT 163, or DST 164 o PSY 215 - Research Methods and Statistics I o MAT 163 - Introductory Statistics o DST 164 - Introduction to Statistics (with R) Complete one of PSY 203 or PSY 262 o PSY 203 - Lifespan Development o PSY 262 - Psychopathology Complete four credits of electives chosen from: o HPE 115 - Chemical Dependency Education o HPE 215 - Exercise and Health Psychology o HPE 282 - Motor Learning and Development o INDI 2220 - Medical Terminology (at St Catherine University) o MAT 114 - Precalculus o MAT 145 - Calculus I Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 162 Exercise Science Minor ● ● ● ● ● BIO 103 - Human Anatomy and Physiology HPE 104 - Components of Fitness Training HPE 350 and 350L - Kinesiology and lab HPE 451 and 451L - Physiology of Exercise and lab Complete eight credits of HPE electives, chosen from the following: o HPE 214 - Health and Safety Education o HPE 215 - Health and Exercise Psychology o HPE 280 - Coaching Theory o HPE 315 - Exercise Testing and Prescription o HPE 321 - Motor Learning and Development o HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science o HPE 404 - Advanced Fitness Training For a complete list of courses and descriptions, see the Course Description Search. 163 History Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures. In History courses, we cultivate a critical understanding of past and present that helps students become thoughtful, informed, and engaged participants in the world. Students who major in history ask careful questions, consider multiple perspectives, analyze information, see experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st century. They enrich their own lives and develop the skills to help them make significant contributions to the broader world. After all, history is to a community what memory is to an individual—it is the foundation of identity. History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates have found careers in law, education, or cultural institutions. Today, they also work in media and communication, management, manufacturing, information technology, administration, finance, social services, data management, and sales. Many pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and business. History Faculty Jacqueline deVries (Chair), Michael J. Lansing, Taryn Marashi, Wilson Miu Degree and Major Requirements History Major Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending on specific offerings. ● ● ● ● HIS 200: Why History Matters HIS 300: Doing History in Public HIS 400: Research Seminar Six total elective courses, with at least three being upper division courses, including: o Three global area electives from three different global areas: ▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386 ▪ Africa: HIS 104, 187, 327, 346, or 387 ▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388 ▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332, 335, 336, 338, 343, 349, or 389 ▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474 o One pre-1800 elective chosen from: ▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120 o Two additional HIS electives Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 400 W: HIS 200 and HIS 400 164 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146, MAT163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major requirements. The state requirements will also be subject to change after publication of this catalog. Students should consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social Studies. Minor Five HIS courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee. Other Requirements 100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are advanced. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and 400-level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS 300, and HIS 400. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 165 Interdisciplinary Studies Bachelor of Arts in Interdisciplinary Studies The B. A. in Interdisciplinary Studies degree includes the following requirements: ● ● ● ● ● ● ● A student must complete at least 40 credits for the major. Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include 4 credits of 200-level language courses. A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a 300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are typically part of a major in that field). If a student elects to have two concentration fields of study, the student will take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from each of two different course prefixes). A student must also complete all core and signature curriculum requirements. A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not included in the 40 credit total.) Options include: o A capstone/keystone course in one of their concentration disciplines; o An internship or faculty mentored research and KEY 490; or o An independent study capstone experience and KEY 490. A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this major in consultation with the Director of Assessment and the Director of General Education. The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be noted on the transcript. The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the proposed major. Each major will include at least 3 institutional student learning outcomes. a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context d. identify the broad foundations for sustainable living and apply them in demonstrable ways e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve problems in creative, analytical, and integrative ways f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts All Interdisciplinary Studies majors will include the following learning outcome. h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more fields studied in depth The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a major plan. Specialized training will be developed for faculty mentors who are working with students in this major developed with input from Academic Advising, the Director of General Education, and the Director of Assessment. Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by our current academic management software. The major plan will be approved by the advisor, the department chair of each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the Registrar. 166 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements International Relations Major Required Core Courses ● ● ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: o ANT 141 - Introduction to Cultural Anthropology o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality o or one additional upper division course from the list of required electives listed below. Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): o BUS 362 - International Business o BUS 465 - International Management 167 o o o o o o o o o o o o o o o o o o o o COM 329 - Intercultural Communication ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Cultures of Empire: A Multinational Britain HIS 440 - Topics in World History HIS 474 - Europe and the World MKT 466 - International Marketing POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or DST 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 – Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: 168 ● ● ● ● o ANT 141 - Introduction to Cultural Anthropology o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Three of the following: o BUS 362 - International Business o BUS 465 - International Management o FIN 460 - International Finance o MKT 466 - International Marketing One of the following: o ECO 360 - International Economics o ECO 365 - Environmental Economics o ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of HIS 332 or POL 461 o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and 169 community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. ● ● ● ● ● ● POL 160 - World Politics SWK 230 - Course has been discontinued – see program director for alternative options An approved senior keystone course Study abroad experience Participation in local peace-related activities Two upper division electives from: o ECO 365 - Environmental Economics o ECO 495 – Topics o ENL 365 - Contemporary Postcolonial Theory and Literature o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o HIS 346 - Namibia and South Africa: A Historical Perspective o HIS 350 - Revolutions, Republics, and Resilience in Latin America o INS 312 - The Politics of Development in Southern Africa o POL/WST 341 - Globalization, Social Struggles and the Environment o POL 353 - Political and Social Change in Namibia o RLN 333 - Environmental Theology and Ethics o RLN 336 - Latin American Liberation Theologies o RLN 376 - Religion and Social Change in Southern Africa o SOC 240 - Protest and Social Change: The Sociology of Social Movements o Other topics or study abroad courses with approval of program director For a complete list of courses and descriptions, see the Course Description Search. 170 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing the university’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe, Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels, Kate Reinhardt, Joseph Towle (Chair), Pang Yang. Degree and Major Requirements Spanish Major ● ● ● CCS 100 - Introduction to Cultural Studies 9 courses above SPA 211 including: o One course in literature o KEY 480 - Topics in Global Interdependence A semester of study abroad (15 weeks) is required Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY 480, any course taught in English must be approved by the advisor for credit toward the major. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: ● ● ● CCS 100 - Introduction to Cultural Studies CCS 399 – Internship KEY 480 - Topics in Global Interdependence Language requirement: ● Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught languages). Study-abroad requirement (consult Augsburg Abroad for offerings): 171 ● One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department. Electives: ● Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor (French, German, or Spanish) Four courses above 211 Students are expected to take all courses in the target language. Any course taught in English must be approved by the advisor for credit toward the minor. Students interested in the French and German minors are advised that registration through the ACTC exchange program is required in order to complete those minors. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of C- or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language skills with community service and career exploration may be arranged pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 172 Leadership Studies Minor The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to tie their experiences with the academic study of leadership. Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take 10 courses to complete the MA instead of 11. Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these courses may have a prerequisite. LST 205 - Introduction to Leadership Studies LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in organizations. At least one course from each area. Courses must be selected from at least two different departments. Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note: some of these courses may have prerequisites. Communication Leaders must have skills in the imparting or exchanging of information. Choose at least one of the courses below, or a director approved elective: COM 117- Business and Professional Speaking COM 345 - Organizational Communication COM 355 - Small Group Communication COM 380- Strategic Communication Campaigns ENL 220 - Critical and Analytical Writing Director approved elective Cultural Competence in Organizations All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at least one of the courses below, or a director approved elective: COM 329 - Intercultural Communication INS 359 - Political Sociology of Building Power, Change, and Equity SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SWK 280 - Diversity and Inequality in Professional Practice Approved CGEE Study Abroad Course Director approved elective For a complete list of courses and descriptions, see the Course Description Search. 173 Mathematics, Statistics, and Computer Science Mathematics, Statistics, Computer Science, and Data Science provide tools for solving a wide array of quantitative and computational problems. Our majors and minors develop the ability to understand both applied and abstract quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing a major in Mathematics, Mathematical Economics, Computer Science, or Data Science or a minor in Mathematics, Statistics, Computer Science, and Data Science go on to careers in Data Analytics/Data Science, Software Engineering, Finance, Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following programs: ● ● ● ● ● Computer Science (BA, BS, and Minor) Data Science (BS and Minor) Mathematics (BA, BS, and Minor) Mathematical Economics (BS) Statistics (Minor) Mathematics, Statistics, and Computer Science Faculty Pavel Bělík (Chair), Nimanthi Atukorala, Larry Crockett, Suzanne Dorée, Rebekah Dupont, Richard Flint, Matthew Haines, Amy Larson, Sayantica Pattanayak, Christopher Smith, Jody Sorensen, Erik Steinmetz, Jiachen Zhang, John Zobitz List of Courses Offered and Descriptions See the Course Description Search. Degree and Major Requirements Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Computer Science Major, Bachelor of Arts ● ● ● ● ● ● ● ● ● CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) CSC 341 - Data Structures CSC 351 - Algorithms CSC 371 - Computer Organization CSC 391 - Programming Languages One systems elective o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o CSC 395 - Topics class with “systems” designation One user-client elective o CSC 311 - Web Applications and Databases o CSC 395 - Topics class with “user-client” designation o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399 o CSC 421 - Mobile Computing One semester-long project elective o CSC 443 - Software Engineering o CSC 451 - Compilers 174 ● ● ● ● o CSC 395 - Topics class with “semester-long project” designation o MIS 476 - Information Systems Projects One elective chosen from: o Additional CSC course numbered 200 or above o DST 234 - Introduction to Data Science (and R) o MIS 270 - Data Management for Business One advanced elective chosen from: o Additional CSC course numbered 300 or above o DST 314 - Programming for Data Science MAT 114 - Precalculus (or MPG 4) One of MAT 202 or MAT 302 o MAT 202 - Discrete Mathematics for Computing (recommended) o MAT 302 - Discrete Mathematical Structures Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science. Students completing a major in Computer Science are not eligible for a minor in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science ● ● ● ● ● ● ● ● ● ● CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) CSC 341 - Data Structures CSC 351 - Algorithms CSC 371 - Computer Organization One advanced theory elective o CSC 385 - Formal Logic and Computation Theory o CSC 395 - Topics class with “advanced theory” designation CSC 391- Programming Languages One systems elective o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o CSC 395 - Topics class with “systems” designation One user-client elective o CSC 311 - Web Applications and Databases o CSC 395 - Topics class with “user-client” designation o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399 o CSC 421 - Mobile Computing One semester-long project elective o CSC 443 - Software Engineering o CSC 451 - Compilers o CSC 395 - Topics class with “semester-long project” designation o MIS 476 - Information Systems Projects 175 ● ● ● ● ● ● One elective chosen from: o Additional CSC course numbered 200 or above o DST 234 - Introduction to Data Science (and R) o MIS 270 - Data Management for Business o PHY 261 - Electronics One advanced elective chosen from: o Additional CSC course numbered 300 or above o DST 314 - Programming for Data Science o MAT 455 - Numerical Mathematics and Computation MAT 145 and 145L - Calculus I MAT 302 - Discrete Mathematical Structures (students who have already completed MAT 202 may choose to substitute an additional mathematics elective numbered 300 or above) One specialized mathematics elective o MAT 146 - Calculus II o MAT 315 - Linear Algebra o MAT 350 - Graph Theory One additional mathematics elective numbered 250 or above Each course may count only once towards the major. Students may apply up to 4 credit hours of internship towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science. Students completing a major in Computer Science are not eligible for a minor in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Minor ● ● ● ● ● ● CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) CSC 341 - Data Structures One advanced theory elective o CSC 351 - Algorithms o CSC 371 - Computer Organization o CSC 385 - Formal Logic and Computation Theory o CSC 395 - Topics class with “advanced theory” designation One additional CSC elective numbered 300 or above One discrete mathematics course o MAT 202 - Discrete Mathematics for Computing o MAT 302 - Discrete Mathematical Structures Each course may count only once towards the minor. Internship credits do not apply towards the minor. Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Computer Science. Students completing a major in Computer Science are not eligible for a minor in Computer Science. 176 Data Science Major, Bachelor of Science ● ● ● ● ● ● ● ● ● ● ● ● Introductory statistics course chosen from: ○ DST 164 - Introduction to Statistics (with R) ○ MAT 163 - Introductory Statistics (offered infrequently) ○ MIS 379 - Quantitative Methods for Business and Economics ○ PSY 215 - Research Methods and Statistics I ○ SOC 362 - Statistical Analysis MAT 145 and MAT 145L - Calculus I CSC 165 and CSC 165 L - Introduction to Computer Programming (Python) DST 234 - Introduction to Data Science (and R) One Introduction to Social Justice course, chosen from: ○ AIS 105 - Introduction to American Indian Studies ○ AIS 205 - Contemporary American Indian Issues ○ ANT 141 - Introduction to Cultural Anthropology ○ CCS 100 - Introduction to Cultural Studies ○ CRS 101 - Introduction to Critical Race and Ethnicity Studies ○ HIS 122 - Gender, Race, Class and Democracy in the Modern U.S. ○ HIS 225 - History of the Twin Cities ○ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ○ POL 122/URB 122 - Social Justice in Urban America ○ SOC 265 - Race, Class, and Gender ○ SWK 210 - Environmental Justice and Social Change ○ SWK 280 - Diversity and Inequality in Social Practice ○ WST 201 - Introduction to Gender, Sexuality, and Women’s Studies One Databases (SQL) course chosen from: ○ MIS 270 - Data Management for Business ○ CSC 311 - Web Applications and Databases MAT 315 - Linear Algebra DST 334 - Statistical Modeling One Machine Learning course chosen from: ○ DST 314 - Programming for Data Science ○ DST 475 - Machine Learning One additional programming course chosen from: ○ CSC 170 and CSC 170L - Introduction to Object-Oriented Programming (Java) ○ CSC 311 - Web Applications and Databases ○ DST 314 - Programming for Data Science ○ URB 295 - Topics: Geographic Information Systems (this topic only) One communications course chosen from: ○ ART 102 - Design ○ ART 201 - Introduction to Graphic Design ○ COM 352 - Persuasion ○ ENL 220 - Critical and Analytical Writing ○ ENL 226 - Introduction to Creative Writing ○ NMS 220 - Foundations of New Media Two advanced electives, completed in one of the following four ways: ○ Option 1: Complete both MAT 302 and MAT 350 ■ MAT 302 - Discrete Mathematical Structures ■ MAT 350 - Graph Theory ○ Option 2: Complete both CSC 341 and CSC 351 ■ CSC 341 - Data Structures ■ CSC 351 - Algorithms ○ Option 3: Complete both MAT 373 and DST 374 177 ● ■ MAT 373 - Probability Theory ■ DST 374 - Mathematical Statistics ○ Option 4: Complete two courses chosen from: ■ ART 315 - Graphic Systems ■ CSC 311 - Web Applications and Databases ■ DST 314 - Programming for Data Science ■ DST 394 - Topics in Statistics ■ DST 395 - Topics in Data Science ■ DST 399 - Data Science Internship (or 4 credits of DST 396, 397, 398) ■ DST 475 - Machine Learning ■ MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences DST 490 - Data Visualization for Social Justice (keystone) Note: MPG 4 is a prerequisite to the Data Science major. Students in MPG 3 should complete MAT 114 as soon as possible. Students in MPG 2 should complete MAT 106 and MAT 114 as soon as possible. It is recommended that students complete ENL 111 - Effective Writing II (and ENL 101 if needed) and a Speaking skill course early in the major program. Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Data Science. Students completing a major in Data Science are not eligible for a minor in Data Science or Statistics. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Data Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Data Science Minor ● ● ● ● ● DST 234 - Introduction to Data Science (and R) CSC 165 and CSC 165L - Introduction to Computer Programming (Python) One advanced data science elective: ○ CSC 311 - Web Applications and Databases ○ DST 314 - Programming for Data Science ○ DST 475 - Machine Learning One additional advanced elective: ○ ART 201 - Introduction to Graphic Design ○ CSC 311 - Web Applications and Databases ○ DST 164 - Introduction to Statistics (with R) ○ DST 314 - Programming for Data Science ○ DST 334 - Statistical Modeling ○ DST 395 - Topics in Data Science ○ DST 475 - Machine Learning ○ MAT 163 - Introductory Statistics ○ MIS 270 - Data Management for Business ○ MIS 379 - Quantitative Methods for Business and Economics ○ NMS 220 - Foundations of New Media ○ PSY 215 - Research Methods and Statistics I ○ SOC 362 - Statistical Analysis ○ URB 295 - Topics: Geographic Information Systems (this topic only) DST 490 - Data Visualization for Social Justice 178 Each course may count only once towards the minor. Internship credits do not apply towards the minor. Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Data Science. Students completing a major in Data Science, a minor in Statistics, or a minor in Business Analytics are not eligible for a minor in Data Science. Mathematics Major, Bachelor of Arts ● ● ● ● ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255 - Multivariable Calculus or MAT 335 - Exploring Geometry MAT 302 - Discrete Mathematical Structures MAT 315 - Linear Algebra Theoretical structures course chosen from: MAT 350 - Graph Theory, MAT 360 - Dynamical Systems, MAT 370 - Real Analysis, MAT 380 - Abstract Algebra. Mathematics elective chosen from: MAT courses numbered 300 or above. Advanced mathematics elective chosen from: MAT courses numbered 350 or above. Advanced elective chosen from: MAT courses numbered 300 or above, DST courses numbered 300 or above, ECO 416 - Mathematical Economics, PHY 327 - Special Functions of Mathematical Physics. MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics. Students completing a major in Mathematics are not eligible for a minor in Mathematics. At least two MAT courses numbered 300 or above must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics Major, Bachelor of Science ● ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II One data analysis course o DST 164 - Introduction to Statistics (with R) (NSM) (recommended) o DST 234 - Introduction to Data Science (and R) (recommended) o MAT 163 - Introductory Statistics (offered infrequently) o Both PHY 395 and PHY 396 - Comprehensive Laboratory I and II o PSY 215 - Research Methods and Statistics I One computational reasoning course o CSC 165 and 165L - Introduction to Computer Programming (Python) (recommended) o CHM 280 and 280L - Quantitative Analytical Chemistry o PHY 327 - Special Functions of Mathematical Physics One geometric perspective course o MAT 255 - Multivariable Calculus o MAT 335 - Exploring Geometry MAT 302 - Discrete Mathematical Structures MAT 315 - Linear Algebra 179 ● ● ● ● ● One theoretical structures course o MAT 350 - Graph Theory o MAT 360 - Dynamical Systems o MAT 370 - Real Analysis o MAT 380 - Abstract Algebra One applied projects course o DST 475 - Machine Learning o DST 490 - Data Visualization for Social Justice o MAT 455 - Numerical Mathematics and Computation o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences One advanced mathematics course numbered 350 or above o MAT 350 - Graph Theory o MAT 360 - Dynamical Systems o MAT 370 - Real Analysis o MAT 373 - Probability Theory o MAT 380 - Abstract Algebra o MAT 395 - Topics o MAT 399 - Internship (or 4 credits of MAT 396, 397, 398) o MAT 455 - Numerical Mathematics and Computation o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences o MAT 499 - Independent Study One advanced elective course o BIO/CHM 369 and 369L - Biochemistry o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CSC 391 - Programming Languages o An additional DST elective numbered 300 or above o ECO 416 - Mathematical Economics o An additional MAT elective numbered 300 or above o PHY 327 - Special Functions of Mathematical Physics o PHY 351 - Classical Mechanics o PHY 365 - Electricity and Magnetism One additional supporting course o ACC 221 - Introduction to Financial Accounting o BIO/CHM 369 and 369L - Biochemistry o BIO 444 and 444L - Genomics and Biotechnology o BIO 481 and 481L - Ecology o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) o CSC 341 - Data Structures o DST 234 - Introduction to Data Science (and R) o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics o ESE 330 - 5-12 Methods: Mathematics o MIS 270 - Data Management for Business o MKT 352 - Marketing Research and Analysis o PHY 121 and 121L - General Physics I o PSY 315 - Research Methods and Statistics II o POL 483 - Political Statistics and Methodology 180 ● o SOC 363 - Research Methods o SWK 401 - Social Work Research and Evaluation o URB 295 - Topics: Geographic Information Systems (this topic only) MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Students are encouraged to work with a faculty mentor in Mathematics to select electives within a coherent focus area. Sample focus areas include Actuarial Science (with University of St. Thomas), Business, Computational Mathematics, Data Science, Economics, Finance, Mathematical Biology, Mathematical Chemistry, Physics, Statistics, Teaching Mathematics, and Theoretical Mathematics Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics. Students completing a major in Mathematics are not eligible for a minor in Mathematics. At least two MAT courses numbered 300 or above must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics: Secondary Education, Bachelor of Science The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in Mathematics with the following choices: ● ● ● ● ● ● ● Data Analysis: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently) Computational Reasoning: CSC 165 and 165L - Introduction to Computer Programming (Python) Geometric Perspective: MAT 335 - Exploring Geometry Theoretical Structures: MAT 360 - Dynamical Systems or MAT 370 - Real Analysis Advanced Mathematics Elective: MAT 380 - Abstract Algebra Advanced Elective: MAT 325 - History of Mathematics Supporting Course: ESE 330 - 5-12 Methods: Mathematics Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the requirements for a BS major in Elementary Education and the following courses: ● ● ● ● ● ● ● ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I One of: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently) MAT 302 - Discrete Mathematical Structures MAT 325 - History of Mathematics MAT 335 - Exploring Geometry ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Additional License or Endorsement 181 Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty mentor before enrolling in the 200 level MAT courses. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better in each course that applies towards education licensure. For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major. For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement. Mathematics Minor Five courses including: ● ● ● ● ● MAT 145 and 145L - Calculus I Additional calculus course chosen from: MAT 146 and 146L - Calculus II or MAT 255 - Multivariable Calculus Mathematics elective chosen from MAT course numbered 250 or above Advanced mathematics elective chosen from MAT 325 or MAT course numbered 350 or above Advanced elective chosen from MAT course numbered 300 or above, DST course numbered 300 or above, ECO 416 Mathematical Economics, or PHY 327 - Special Functions of Mathematical Physics. Each course may count only once towards the minor. Internship credits do not apply towards the minor. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Mathematics. Students completing a major in Mathematics or Mathematical Economics are not eligible for a minor in Mathematics. At least one MAT course numbered 250 or above must be taken at Augsburg. Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics) ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics One introduction to statistics, chosen from: o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introductory Statistics (offered infrequently) o MIS 379 - Quantitative Methods for Business and Economics (recommended) MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255 - Multivariable Calculus MAT 315 - Linear Algebra Two upper division mathematics/statistics courses, chosen from: o DST 374 - Mathematical Statistics o MAT 370 - Real Analysis o MAT 373 - Probability Theory o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences Three four-credit upper division Economics courses (ECO 416 recommended) CSC 165 - Introduction to Computer Programming (Python) is also recommended. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical Economics. 182 Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics, or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students completing the major in Mathematical Economics may complete a major in Mathematics. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Statistics Minor ● ● ● ● ● An introduction to statistics - one of: o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introduction to Statistics o MIS 379 - Quantitative Methods for Business and Economics o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis DST 234 - Introduction to Data Science (and R) One advanced statistics course: o DST 334 - Statistical Modeling o DST 374 - Mathematical Statistics One applied statistics course: o BIO 444 and 444L - Genomics and Biotechnology o BIO 481 and 481L – Ecology o CHM 280 and 280L - Quantitative Analytical Chemistry o DST 334 - Statistical Modeling o DST 499 - Independent Study, with MSCS approval o ECO 490 - Research Methods in Econometrics o MKT 352 - Marketing Research and Analysis o POL 483 - Political Statistics and Methodology o PSY 315 - Research Methods and Statistics II o SOC 363 - Research Methods o SWK 401 - Social Work Research and Evaluation o URB 295 - Topics: Geographic Information Systems (this topic only) One additional elective chosen from: o CSC 165 and 165L - Introduction to Computer Programming (Python) o DST 334 - Statistical Modeling o DST 374 - Mathematical Statistics o DST 394 - Topics in Statistics o DST 490 - Data Visualization for Social Justice o MAT 373 - Probability Theory o PSY 491 - Advanced Research Seminar o PSY 495 - Clinical Research and Lab Either the applied statistics course or the additional elective must be numbered 300 or above. Only one of CHM280, URB295, and CSC165 may be applied toward the minor. DST 499 may count towards the minor if it contains a significant, independent statistical research project, typically in an area where no applied statistics elective is available. Requires prior approval from the MSCS Department Chair. May be mentored by a faculty member with statistical expertise outside of MSCS. Each course may count only once towards the minor. Internship credits do not apply towards the minor. 183 Students completing a major or minor in Data Science are not eligible for a minor in Statistics. Students interested in graduate work in biostatistics or applied statistics are encouraged to complete CSC 165, DST 164, DST 234, DST 334, DST 374, MAT 145, MAT 146, MAT 255, MAT 315, and MAT 373. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics. Departmental Honors in Mathematics, Statistics, and Computer Science The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, Data Science, or Computer Science. Departmental honors recognizes: ● ● ● ● Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus area in Statistics and the Statistics minor; BS Major in Data Science or BS Major in Computer Science, respectively); Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA; Independent investigation or application of the discipline, including public presentation; and Involvement in the life of the discipline. Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor during junior year. Detailed requirements and information on the application process are available from the department. National Honor Society Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Detailed requirements are available from the department. Prerequisites A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics, Data Science, or Computer Science course. Math Placement Group (MPG) Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3), Precalculus (MPG 4), and Calculus I (MPG 5). Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics subscore, illustrated below. Students who have recently completed a mathematics course at another college or university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1 or MPG 2 are expected to take the Math Placement Exam. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg University. Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 090 to advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. ACT Math Subscore Initial Math Placement 184 Required Math Placement Exam 18 and below MPG 1 Basic Math; Algebra 19-21 MPG 2 Algebra 22-23 MPG 2 Algebra 24-25 MPG 3 No exam needed 22-25 and successful high school precalculus, trigonometry, or calculus MPG 3 Precalculus (if seek MPG 4) 26+ and successful high school precalculus, trigonometry, or calculus MPG 4 No exam needed For a complete list of courses and descriptions, see the Course Description Search. 185 Medieval Studies Minor Medieval Studies surveys the diverse histories and cultures of the Middle Ages (c. 500–1500 CE) and introduces students to the skills necessary for their rigorous study. While the focus is on Europe given the central legacy of ancient Rome, some attention is given to other geographical regions, such as North Africa, that had significant historical, cultural, or economic ties to Europe during the period. A minor in Medieval Studies is an excellent enhancement to a major in History or English. Medieval Studies Faculty Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art and Design), Merilee Klemp (Music), Taryn Marashi (History), Hans Wiersma (Religion and Philosophy) Minor Requirements LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period. Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts, and one elective. ● ● ● ● ● HUM 120 - Medieval Life in 12th-Century Europe One of the following literature courses: o ENL 330 – Shakespeare o ENL 360 - The Classical Tradition o ENL 361 - The Medieval World o SPA 352 - Survey of Spanish Literature I One of the following religion or philosophy courses: o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o RLN 342 - Martin Luther and the Reformation One of the following history of arts courses: o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o MUS 231 - History and Literature of Music, Antiquity to 1750 o THR 361 - Theater Histories: Origins to 1800 One of the following elective courses: o HIS 369 - The Early and High Middle Ages o HIS 370 - The Late Middle Ages to 1648 o HIS 374 - War and Religion in the Medieval Context o HIS 440 - Topics in World History: Monks and Heretics (this topic only) o POL 380 - Western Political Thought o SPA 331 - Spanish Civilization and Culture For a complete list of courses and descriptions, see the Course Description Search. 186 Music The Music Department at Augsburg University offers education for music professions in the context of a liberal arts curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal Arts Foundation requirements. Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; Music Therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The Music programs are accredited by the National Association of Schools of Music, and its music programs fulfill all NASM curricular standards. The Music Therapy programs are approved by the American Music Therapy Association. Augsburg University is accredited by the Higher Learning Commission. For more information, see Accreditations, Approvals, and Memberships. Faculty J. Anthony Allen, Mallory Alekna, Rachel Bergman, Kristina Boeger, Jill Dawe, Susan Druck, Merilee Klemp, Ju Young Lee, Rafael Rodriguez Part-time Faculty Anne Ainomae, Trudi Anderson, Thomas Bartsch, Ryan Borden, Deborah Carbaugh, Jane Cords-O’Hara, Ariel Detwiler, Jessica DeVillers, Bryan De Young, Lynn Erickson, Joan Hutton, Blake Iverson, Mark Kausch, Kathy Kienzle, Mike Krajewski, Kameron Markworth, Lindsay Markworth, Dawn Miller, Tami Morse, Elise Meichels Parker, Rick Penning,, David Schmalenberger, Justin Staebell, Andrea Stern Interim Chair J. Anthony Allen Fine Arts Coordinator Ryan Borden Departmental Administrator Tina Brauer Degrees/Majors Bachelor of Arts Music Major Music Major/Creativity Concentration Music Major/Music Business Concentration Music Major/Music Performance Concentration Bachelor of Music Music Performance Major Music Education Major (P-12 state licensure; community music) Bachelor of Science Music Therapy Major 187 Music Therapy Equivalency Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy Association requirements for becoming a Board Certified Music Therapist (MT-BC). Music Minors Creativity Music Music Business Music Production Degree and Major Requirements All students interested in majoring in music should consult with the music department prior to or during their first semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University. Students intending to pursue a music major in any of the three music degree programs must declare their major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Students interested in a double major within music or between music and another discipline should consult with their advisors before undertaking relevant coursework. Music Core ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 213 - Music Theory and Aural Skills III MUS 214 - Music Theory and Aural Skills IV MUS 361- Music and Identity in the Americas MUS 362- Musical Philosophy One of MUS 331, MUS 332, MUS 333, or MUS 334 o MUS 331 - Music of the Baroque Era o MUS 332 - Music of the Classical Era o MUS 333 - Music of the Romantic Era o MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital Performance Study on the principal instrument or voice in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111/311 - Augsburg Choir (Chamber Collective or Global Harmony Project sections) MUE 121/321 - Orchestra MUE 141/341 - Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music MUE 144 - Percussion Chamber Music MUE 145 - Piano Chamber Music 188 Additional Requirements ● ● ● Pass a piano proficiency test or the Class Piano sequence of MUS 135, MUS 136, MUS 237, and MUS 238 Pass a first-year/transfer music major qualifying jury Complete the Music Department degree application Graduation Skills Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in Performance Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, DST 164, MAT 111, MAT 145, MAT 146, or MAT 163. Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded throughout the offered courses and are met by completing the major. Bachelor of Arts, Music Major, Concentration in Music Business Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: One of MAT 111, MAT 145, MAT 146, MAT163, or PHY119 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, Bachelor of Arts Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty mentor: Rafael Rodgriguez Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● ● MUS 341 - Basic Conducting(S) MUS 458 - Senior Recital KEY 470 - The Enterprising Musician Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - eight semesters on the principal instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Music Major with Creativity Concentration, Bachelor of Arts The Creativity Concentration in the Bachelor of Arts is intended for students who seek a deeper engagement with music composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during their time at Augsburg. The program will familiarize students to a range of musical techniques, cultures, and expressions 189 with an emphasis on developing their musical voices. The program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid. Faculty mentor: Rafael Rodriguez Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 221 - Introduction to Music Technology MUS 311 - Composition I MUS 312 - Composition II MUS 341 - Basic Conducting MUS 413 - Advanced Analysis MUS 458 - Senior Recital MUS 476 - Instrumentation and Arranging KEY 470 - The Enterprising Musician One of MUS 220/420, MUS 225, or MUS 306 ○ MUS 220/420 - Worlds of Music ○ MUS 225 - Electronic Music Production ○ MUS 306 - Audio Recording Two semesters of MUP 193 - Performance Study: Composition Two semesters of MUP 393 - Performance Study: Composition MUP 1xx - Performance Studies (three semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (three semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the 300-level Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Music Major with Music Business Concentration, Bachelor of Arts The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunities where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the recording industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Faculty mentor: J. Anthony Allen Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business One of BUS 242 or ENT 254 o BUS 242 - Principles of Management o ENT 254 – Entrepreneurship MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS 408 - Current and Future Issues in the Music Industry One of MUS 399 or BUS 399 o MUS 399 – Internship o BUS 399 – Internship MUS 458 - Senior Recital 190 ● ● ● ● ● KEY 470 - The Enterprising Musician MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the 300-level* Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice *Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument or voice may petition the department. Business Administration with Specialization in Music Business, Bachelor of Arts See Business Administration for requirements. Music Major with Concentration in Music Performance, Bachelor of Arts Faculty mentor: Jill Dawe Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 341 - Basic Conducting MUS 358 - Junior Recital MUS 413 - Advanced Analysis MUS 420 - Worlds of Music MUS 458 - Senior Recital KEY 470 - The Enterprising Musician At least two credits from MUP 392, MUP 393, MUS 311, MUS 312, and MUS 242 ○ MUP 392 - Performance Study: Improvisation ○ MUP 393 - Performance Study: Composition ○ MUS 311 - Composition I ○ MUS 312 - Composition II ○ MUS 242 - Jazz Improvisation MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - four semesters on the principal instrument/voice at the 100-level and four semesters at the 300-level Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice Four semesters of Performance Seminar Complete either four credits of diction courses (for voice principals) or four credits of instrumental principals ○ Voice Principals students complete all four diction courses ■ MUS 321 - English Diction ■ MUS 322 - Italian Diction ■ MUS 323 - German Diction ■ MUS 324 - French Diction ○ Instrumental Principles students complete at least two of the following: ■ MUS 355 - Music Methods: Strings ■ MUS 356 - Music Methods: Brass and Percussion ■ MUS 357 - Music Methods: Woodwinds Classical keyboard principals may substitute a topics course or independent study in keyboard pedagogy for a methods course; non-classical keyboard principals may select 1-2 courses in pedagogy for jazz, popular, or ethnic musics to fulfill 4 credits; fretted instrument principals may substitute a topics course or independent study in appropriate pedagogy and/or relevant pedagogy courses in jazz, popular, or ethnic musics to fulfill 4 credits. Note about electives: All students must complete at least 128 credits in order to complete an Augsburg degree. While students may take additional credits in Music beyond those required for the major, students pursuing the Music Performance concentration must complete at least 8 elective credits outside of Music when fulfilling the 128 credit requirement. 191 Music Education Major, Bachelor of Music In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education program is approved by the Minnesota Professional Educator Licensing and Standards Board. The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school settings must also apply to the Augsburg University Department of Education for acceptance to the music education licensure program. All course requirements in and beyond music must be complete prior to the student teaching semester. Those not pursuing licensure have a wider range of options for their degree programs through the Community-Based Program, including electives that would best prepare students for their future vocational area to be taken with approval of the program advisor. Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a music GPA of 2.75. For licensure students, a minimum grade of C is required in all Music Core courses, Music Education Core courses, and approved courses and internships, with the exception of the recital courses (MUS 358 and MUS 459) and student teaching classes, for which P grades are accepted. For community-based students, a minimum grade of C- is required in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades, applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future vocation. Faculty mentor: Mallory Alekna Music Core (except for MUS 331, 332, 333, or 334*) and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 220 or MUS420 - Worlds of Music MUS 303 - Introduction to Learning, Teaching, and Technology in Music MUS 311 - Composition I MUS 341 - Basic Conducting MUS 352 - General Music Education Methods MUS 353 - Special Education in Music Education MUS 358 - Junior Recital MUS 459 - Senior Recital AIS 105 - Introduction to American Indian Studies EDC 310 - Learning and Development in an Educational Setting MUS 355 - Music Methods: Strings**** MUS 356 - Music Methods: Brass and Percussion**** MUS 357 - Music Methods: Woodwinds**** MUS 359 - Music Methods: Vocal**** Choose one of the following areas of emphasis: o Vocal Emphasis: ▪ MUS 321 - English Diction ▪ MUS 322 - Italian Diction ▪ MUS 323 - German Diction ▪ MUS 324 - French Diction ▪ MUS 342 - Choral Conducting*** ▪ MUS 478 - Choral Methods in Music Education o Instrumental Emphasis: ▪ MUS 344 - Instrumental Conducting*** ▪ MUS 477 - Instrumental Methods in Music Education 192 ● Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of emphasis**. Complete all of the following: o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice ) o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice) o Large Ensemble - four semesters on the principal instrument or voice at the 100-level and three semesters at the 300-level o Chamber Music - two semesters of chamber music/small ensemble courses Additional Courses for Licensure Students ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 200 - Critical Histories and Philosophies of Education ESE 300 - Reading/Writing in the Content Area EDC 481 - Student Teaching: Initial License for Undergraduate Students MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar Additional Courses for Community-Based Students Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS 399 to be taken during the final semester of degree career * Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. ** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. *** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344. **** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four courses, including one that addresses their principal performance medium. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview. Faculty mentor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUS 358 - Junior Recital MUS 459 - Senior Recital KEY 470 - The Enterprising Musician Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the 300-level* Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignments in consultation with advisor. Voice Majors: ● ● MUS 321- English Diction MUS 322- Italian Diction 193 ● ● ● ● ● MUS 323- German Diction MUS 324- French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: ● ● ● MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: ● ● One of MUS 355, MUS 356, or MUS 357 o MUS 355 - Music Methods: Strings o MUS 356 - Music Methods: Brass/Percussion o MUS 357 - Music Methods: Woodwinds MUS Elective (4 credits) Additional requirements: BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, Bachelor of Science Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music therapy courses is required. Faculty mentor: Juyoung Lee Requirements: Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following: ● MUS 135 - Class Piano 1 ● MUS 136 - Class Piano 2 ● MUS 152 - Class Voice ● MUS 158 - Class Guitar 1 ● MUS 237 - Class Piano 3 ● MUS 238 - Class Piano 4 ● MUS 258 - Class Guitar 2 ● MUS 271 - Introduction to Music Therapy ● MUS 273 - Functional Music Skills ● MUS 315 - Psychology, Culture, and Community in Music ● MUS 340 - Music Therapy Methods I ● MUS 345 - Music Therapy Methods II ● Two 300-level Music Therapy practica (MUS 374 or MUS 375) ● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes ● MUS 385 - Music Therapy Clinical Improvisation ● MUS 458 - Senior Recital ● Two 400-level Music Therapy practica (MUS 474 or MUS 475) ● MUS 480 - Music Therapy Senior Seminar 194 ● ● ● ● ● ● ● ● ● ● ● MUS 481 - Music Therapy Clinical Internship BIO 103 - Human Anatomy and Physiology PSY 105 - Principles of Psychology PSY 203 - Lifespan Development PSY 215 - Research Methods and Statistics I PSY 262 - Psychopathology MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the 300-level Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Pass guitar proficiency test, piano proficiency test, and voice proficiency test * Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms. Acceptance to the degree program requires the following: ● ● Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency, piano proficiency, and voice proficiency Creativity Minor The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be useful for students in any music degree who are interested in composition, song writing, music production, etc. The program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid. This minor is open only to students majoring in a Music Department field. Faculty mentor: Reinaldo Moya Requirements: ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I Two semesters of MUP 193 - Performance Study: Composition MUS 220 or MUS420 - Worlds of Music MUS 221 - Introduction to Music Technology MUS 311 - Composition I MUS 312 - Composition II MUS 413 - Advanced Analysis MUS 476 - Instrumentation and Arranging One of MUP 192, MUS 242, or THR 116 o MUP 192 - Performance Study: Improvisation o MUS 242 - Jazz Improvisation 1 o THR 116 - Acting and Improvisation for Non-Majors Four additional credits from: o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music o MUS 241 - History of Jazz o MUS 331 - Music of the Baroque Era 195 o o o o MUS 332 - Music of the Classical Era MUS 333 - Music of the Romantic Era MUS 334 - Music of the 20th Century MUS 392 - Topics Music Minor Faculty mentor: Merilee Klemp Requirements: ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 341 - Basic Conducting One of MUS 361or MUS 362 o MUS 361- Music and Identity in the Americas o MUS 362- Musical Philosophy One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by departmental petition) MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Submit a Music Department application for minor by spring semester, sophomore year Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. Faculty mentor: J. Anthony Allen Requirements: ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Businesses MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 408 - Current and Future Issues in the Music Industry MUS/BUS 399 - Internship (approved for the music business minor) One of the following: o MUS 336 - Arts Management and Concert Promotion o BUS 301 - Business Law o ENT 254 - Entrepreneurship Music Production Minor The Music Production minor is a course of study designed both for the Music major desiring additional preparation in audio recording and production and for the non-music major interested in integrating music technology into their career. With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor will primarily be working in the Grangaard Record Studio. Faculty mentor: J. Anthony Allen 196 Requirements: ● ● ● ● ● ● MUS 221 – Introduction to Music Technology MUS 225 – Electronic Music Production MUS 306 – Audio Recording MUS 307 – Music Production and Distribution One of the following: o MUS 113 – Music Theory and Aural Skills I o MUS 160 – Fundamentals of Music One of the following: o MUS 205 – Legal Issues in Music, Entertainment, and the Arts o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2 o Two semesters of music ensemble (two credits of MUE) o MUS 158 – Class Guitar 1 Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to complete the project by spring break of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult Jill Dawe for class piano placement and proficiency testing (Music Therapy majors will schedule proficiency testing with Music Therapy faculty). For a complete list of courses and descriptions, see the Course Description Search. 197 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the general education requirements of the university, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) ● SCI 106 - Introductory Meteorology ● BIO 121 - Human Biology ● BIO 102 - The Biological World ● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics) o PHY 116 - Introduction to Physics o PHY 121, 122 - General Physics I, II ● CHM 115 - General Chemistry I ● CHM 116 - General Chemistry II *See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines. For a complete list of courses and descriptions, see the Course Description Search. 198 Nursing (BSN) Bachelor of Science Completion The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care settings and communities. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership, decision-making, and the role of citizen nurse. Faculty Martha Aleman, Kathleen Clark, Katherine Martin, Joyce Miller, Amy Nelson, Deborah Schuhmacher Staff Colleen Hagerman Mission Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to uphold and improve health and human potential among persons, families, groups and communities across care settings with particular emphasis on health inequities locally and globally. Program Goals The program goals at the baccalaureate level: ● ● ● Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in contemporary and emerging roles. Provide a sound scholarly foundation for transformative nursing practice and graduate study. Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a vocation of professional service in a global society. Degree and Major Requirements Nursing Major, BSN Seven 4-semester credit hour courses, including: ● ● ● ● ● ● ● NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. 199 Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. Other Information The BSN program has been planned so that courses in the nursing major can be completed over 12 months of full-time study taking three courses per semester or 24 months on a part-time basis, based on personal choice. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate. Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will meet with the program coordinator to develop a plan of study and be assigned to a nursing faculty adviser to assist with academic advising. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following: ● ● ● ● An earned associate of science degree in nursing Cumulative GPA of 2.5 or higher in one’s basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Special conditions: o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN program. o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg. Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters. Credit for Previous Nursing Courses Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in recognition of their previous lower division nursing coursework if the following standards are met: ● ● Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States requires a professional credit evaluation. See the International Students section of this catalog for details about how to submit this evaluation. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Class Schedules Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. Courses in the Nursing major are offered in a hybrid format using Zoom technology, synchronous and asynchronous instruction on Monday, Tuesday, or Thursday evenings. . Nursing classes meet synchronously 4 to 6 times a semester for four-hour time blocks. 200 Optional immersion practica at home and abroad are scheduled throughout the year. Students complete their community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the Department of Nursing for details. It is recommended to work with the program coordinator for advice on liberal arts courses. Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus the practica include the following: NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 532 - Transcultural Healing and Self Care (3 semester credits) NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit) NUR 541 - The Politics of Health Care (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56 traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information. Accreditation The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, (202) 887-6791. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. For a complete list of courses and descriptions, see the Course Description Search. 201 Philosophy See Religion and Philosophy for details about the Philosophy major and minor. 202 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Moumita Dasgupta, Mark Engebretson (professor emeritus), Daniel Hickox-Young, Ben Stottrup (Chair) Degree and Major Requirements Physics Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and PHY 121L - General Physics I PHY 122 and PHY 122L - General Physics II PHY 245 and PHY 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus One of PHY 327 or MAT 369 o PHY 327 and PHY 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 261 and 261L - Electronics o PHY 317 and 317L - Biophysics 203 o o o o o o o o o o o o BIO 473 and 473L - Physiology of Humans and Other Animals BIO 475 and 475L - Neurobiology CHM 362 - Physical Chemistry: Macroscopic Theory CHM 430 - Advanced Thermodynamic and Separation Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CSC 371- Principles of Computer Organization CSC 431 - Introduction to A I Robotics DST 334 - Statistical Modeling MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) MAT 455 - Numerical Mathematics and Computation Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II PHY 245 and 245L - Modern Physics PHY 261 and 261L - Electronics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus One of PHY 327 or MAT 369 o PHY 327 and 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 317 and 317L - Biophysics o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 475 and 475L - Neurobiology o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CSC 371- Principles of Computer Organization 204 o o o o CSC 431 - Introduction to A I Robotics DST 334 - Statistical Modeling MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) MAT 455 - Numerical Mathematics and Computation Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Biophysics, BS It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following: BIO 253 and 253L - Introductory Cellular Biology BIO 255 and 255L - Genetics BIO 369 and 369L - Biochemistry BIO 471 and 471L - Advanced Cellular and Molecular Biology BIO 475 and 475L - Neurobiology BIO 476 and 476L - Microbiology BIO 486 - Immunology CHM 280 and 280L - Quantitative Analytical Chemistry CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by November 30 of the senior year. Final project submissions are due by April 1st. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 255 and 369 (or PHY 327) during the sophomore year. Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. 205 Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics I PHY 245 and 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II SCI 490 - Integrated Science or other approved Keystone Two additional physics courses above 122; PHY 261 recommended MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus PHY 327 and 327L - Special Functions of Mathematical Physics CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab Physics Minor ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L- Calculus I MAT 146 and 146L - Calculus II Three elective physics courses (12 credits) numbered above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. For a complete list of courses and descriptions, see the Course Description Search. 206 Political Science Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced degree, a successful career. Political science focuses on the role of power and authority in human affairs, something relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in political and social change. Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as political science, public administration, and public policy. Our majors have gone on to work in government, business, communications, the nonprofit sector, education, and numerous other fields. Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area. Grounded in the diverse and international community around Augsburg, the department directly engages the world and issues around us. Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many students. Our majors experience an education which extends from the classroom to the surrounding community to places around the world. Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational opportunities, enhance your potential for graduate study and a successful career. Faculty Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements A C- minimum grade is required in all courses taken for the major. Political Science Major Ten courses: ● ● ● ● ● ● POL 158 - Introduction to Political Science POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Political Science Area Courses This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the permission of the department. POL 495 can be used toward area requirements with advisor approval. The applicable area will vary based on the topic of the course. 207 ● ● ● ● ● Area 1 – American Government and Politics: POL 325, 326, 342, or 421 Area 2 – Comparative Politics and Analysis: POL 350, 359, or 459 Area 3 – International Politics: POL 368, 461, or 490 Area 4 – Public Law: POL 370 or 371 Area 5 – Political Theory and Analysis: POL 380 or 381 Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science 11 required courses including: ● ● ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Critical and Analytical Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Five Electives: o Three courses from the choices below: ▪ POL 350 - Topics: European Politics ▪ POL 370 - Constitutional Law ▪ POL 371 – Topics ▪ POL 380 - Western Political Thought ▪ POL 381 - Topics: Democratic Theory o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 10 courses plus an internship, including: ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior One of ECO 490, POL 483, or SOC 362 o ECO 490 - Research Methods in Econometrics o POL 483 - Political Statistics and Methodology o SOC 362 - Statistical Analysis POL 484 - Political Analysis 208 ● ● ● One Course from the Following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 124 - American Women and Politics o POL 158 - Introduction to Political Science o POL 160 - World Politics o POL 170 - Law in the United States Four Courses from the Following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 370 - Constitutional Law o POL 371 – Topics o POL 381 - Topics: Democratic Theory o POL 421 - Topics: American Politics o POL 461 - Topics: International Politics o SOC 381 - City and Regional Planning o One of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics An internship, usually taken as POL 399. Notes ● ● ● ● ● If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III. The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a Political Science department faculty member supervising the internship, and must fulfill certain academic requirements, which will be explained by the supervising faculty member. Substitutions to the courses above can be approved by the department chair. For example, the department sometimes offers relevant topics courses under numbers not listed above. Political Science Areas (I) (II) (III) (IV) (V) American Government and Politics Comparative Politics and Analysis International Politics Public Law Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not P/LP/N). Exceptions may be made in extraordinary circumstances. 209 Political Science Minor Five courses, including: ● ● ● POL 158 - Introduction to Political Science One of the following lower division electives: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States o POL 241 - Environmental and River Politics o POL 282 - Asian American Politics At least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. Pre-Law Minor ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States Two of the following: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Critical and Analytical Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Two electives from the following: o POL 350 - Topics: European Politics o POL 370 - Constitutional Law o POL 371 – Topics o POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor ● ● ● ● One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior POL 399 - Internship Three of the following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 381 - Topics in Democratic Theory o POL 421 - Topics in American Politics o POL 461 - Topics in International Politics o SOC 381 - City and Regional Planning o No more than one of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics 210 Notes ● ● If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. ● ● ● Economics Courses: o ECO 112 - Principles of Macroeconomics (elective for social science core) o ECO 113 - Principles of Microeconomics (elective for social science core) o One of ECO 312 or ECO 315 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 315 - Money and Banking o ECO 313 - Intermediate Microeconomics o One other upper division Economics course Education Courses: o EDC 200 - Critical Histories and Philosophies of Education (required for licensure) o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: o POL 121 - American Government (social science core course) o Two upper-level political science courses (must be in two different areas) o Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 211 Psychology Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, religious institutions, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), Jaeeun Lee, David Matz, Bridget Robinson-Riegler, Henry Yoon Degree and Major Requirements Psychology Major The major is 10 courses including: ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 400 - Keystone Internship At least two courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 - Biopsychology At least one course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Research and Lab Electives (three additional courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. 212 Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical-Counseling Psychology The clinical-counseling psychology concentration is designed to prepare students for careers and graduate education in mental health. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating psychological disorders. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a mental health setting. See department chair for specific requirements. Students take thirteen courses, including: ● ● ● ● ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Psychopathology PSY 315 - Research Methods and Statistics II PSY 385 - Counseling Psychology PSY 400 - Keystone Internship Two biological, cognitive, and social foundation courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 - Biopsychology One course from the following: o PSY 3xx - Counseling and Interviewing Skills (course currently in development) o PSY 359 - Assessment One developmental foundation course from the following: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o PSY 253 - Aging and Adulthood One cultural foundation course from the following: o PSY 205 - Global Perspectives in Psychology o PSY 271 - Psychology of Gender o PSY 275 - Cultural Psychology o SOC 265 - Race, Class and Gender o SOC 395 - Mental Illness and Society o SWK 280 - Diversity and Inequality in Professional Practice One additional elective from the following (or a course above that is not already used toward another requirement): o PSY 201 - Health Psychology o PSY 261 - Personality and Cultural Context 213 ● o PSY 263 - Sports Psychology o PSY 291 - Addiction and Recovery o PSY 292 - Topics in Mental Health o PSY 357 - Behavior Analysis o PSY 391 - Individual Differences o PSY 410 - Clinical Neuropsychology One course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Research and Lab Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. A formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including: ● ● PSY 105 - Principles of Psychology Four additional PSY electives A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499. For a complete list of courses and descriptions, see the Course Description Search. 214 Religion and Philosophy The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies, theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and reality of life for individuals and for communities. The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological, philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these matters. The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this critical work as a community of learners, faculty and students together, in the following ways: ● ● ● ● ● ● We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in specific locations, among real people, with lived experiences and concrete issues. We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform public life. We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to inquire, respectfully and critically, about the claims of others. We problematize and challenge religious and philosophical claims from a variety of social locations and diverse perspectives. We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based and humanist communities to create learning, research, and service opportunities. We nurture our community of learners by raising and reflecting on personal questions of meaning, identity, values, vocation, and spirituality. Religion Faculty Lori Brandt Hale , Mary Lowe, Matthew Maruggi (Chair), Jeremy Myers, Iva Patel, Najeeba Syeed, Shayna Sheinfeld, and Hans Wiersma Philosophy Faculty Larry Crockett Majors The Religion and Philosophy Department offers majors in Religion, Philosophy, and Theology and Public Leadership. General Education Requirements RLN 100: Religion, Vocation, and the Search for Meaning I Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity. The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and other religious and humanist traditions, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry. Religion, Vocation, and the Search for Meaning II For their second required Religion course, students may choose from a wide range of courses that build on the foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social, 215 cultural, and historical settings. One option, RLN 200: Religion, Vocation, and the Search for Meaning II, develops themes from RLN 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or minor. Degree and Major Requirements Religion Major, BA Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools and employers in any field. Major/Concentration/Minor Requirements Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400) Concentration within the major: Minimum 4 courses in the concentration Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400) Concentrations Students majoring in Religion can pursue one of the four concentrations listed below. Culture and Society – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 216: Religion and Science in Popular Culture RLN 222: Religion and Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 251: The Bible and Its Afterlives RLN 257: Apocalypse Now and Then RLN 319: Religion at the Movies RLN 366: Sex, Gender, and the Bible RLN 380: Theology and Political Resistance RLN 392: Religion and Trauma RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology History and Theology – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 214/MUS 234: Church Music and Worship RLN 216: Religion and Science in Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 240: Religion and the Rise of Science RLN 243: Religion in America RLN 257: Apocalypse Now and Then RLN 319: Religion at the Movies RLN 330: Theology of Death and Dying RLN 342: Martin Luther and the Reformation RLN 340/HIS 378: The Medieval Church 216 RLN 370: American Indian Spirituality and Philosophical Thought RLN 374: Ethics and World Religions RLN 380: Theology and Political Resistance RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology Sacred Texts and Narratives – Sixteen credits from RLN 205: Exploring Topics in Religion (depending on topic) RLN 251: The Bible and Its Afterlives RLN 256: Creation and Destruction in the Bible and Beyond RLN 257: Apocalypse Now and Then RLN 261: Jesus and His Interpreters RLN 366: Sex, Gender, and the Bible RLN 409: Topics (depending on topic) Global Religions and Interfaith Studies – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 248: Interfaith Eating and Ethics RLN 275: Judaism RLN 278: Asian Philosophies of Life, Death, and In-Between RLN 370: American Indian Spirituality and Philosophical Thought RLN 374: Ethics and World Religions RLN 407: Interfaith Scholars Seminar I (2 semester credits) RLN 408: Interfaith Scholars Seminar II (2 semester credits) RLN 409: Topics (depending on topic) Theology and Public Leadership Major, BA The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks, leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A distinctive element of the major is the combination of practical and theological training: students have many opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship. Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the Christian church into the public square for the common good. Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a concentration, minor or second major in an area of interest. A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past. Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining the Theology and Public Leadership major with the Youth Studies concentration or minor. Theology and Public Leadership Major (40-56 credits) ● Theology core (20 credits): o RLN 209 - Research Methods in Religion o RLN 251 - The Bible and Its Afterlives o RLN 342 - Martin Luther and the Reformation o RLN 400 - Religion Keystone o RLN 441 - Contemporary Theology ● Public ministry core (16 credits): 217 o o o o RLN 290 - Foundations for Public Ministry RLN 295 - Church: Past, Present, Future RLN 390 - The Art of Public Ministry RLN 399 - Internship ● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits) o Complete 4 credits in one of the concentrations listed below or complete the entire concentration Concentrations Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration will be noted on the transcript at the point of graduation, not a minor. Youth Studies Concentration The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work with children and youth, to form a critical and constructive framework for understanding and appreciating young people, and to develop the necessary skill set for effective work with children and youth. ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working With Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Psychopathology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) Leadership and Management Concentration This 16-credit concentration prepares students to manage and lead organizations, especially non-profits. ● ● ● ● SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations BUS 242 – Principles of Management COM 345 – Organizational Communication NMS 230 – Social Media Community Engagement Concentration This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations effectively connect with their surrounding communities. ● ● ● ● SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America SOC 240 - Protest and Social Change: The Sociology of Social Movements SWK 406 - Social Work Practice 3: With Communities and Policies COM 329 - Intercultural Communication Worship and Music Concentration 218 This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith communities. ● RLN 214/MUS 234 - Church Music and Worship ● COM 111 - Public Speaking ● Two other courses (yet to be determined; see program director for more information) Environmental Stewardship Concentration This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around practices of environmental stewardship. ● ● ● ● ENV 100 - Environmental Connections ENV 320 - Environmental Science SWK 210 - Environmental Justice and Social Change COM 260 - Environmental Communication Advocacy & Public Policy Concentration This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around advocacy and public policy. ● ● ● ● POL 325 - Politics and Public Policy SOC 390 - Intersections of Race and Immigration SOC 265 - Race, Class, and Gender COM 329 - Intercultural Communication Human Services Concentration This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals and families in need. ● ● ● ● PSY 203 - Lifespan Development PSY 262 - Psychopathology or SOC 395 - Mental Illness and Society SOC 231 - Family Systems: Cross Cultural Perspectives SWK 100 - Introduction to Professional Social Work Cross-Cultural Relations Concentration This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across cultural differences. ● Two semesters (8 credits) of a modern language at the 200-level or above, or equivalency. ● CCS 100 - Introduction to Cultural Studies ● COM 329 - Intercultural Communication Philosophy Major Eight courses including, including at least four upper division courses: ● ● ● ● ● ● ● One of PHI 230 or PHI 385 o PHI 230 – Logic o PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level Philosophy course (other than PHI 499) Two elective courses in Philosophy 219 Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department of the other major. Philosophy Minor Five courses: ● ● Two of PHI 241, PHI 242, PHI 343, or PHI 344 o PHI 241 - History of Philosophy I: Ancient Greek Philosophy o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy Three additional PHI electives Graduation Skills for Religion and Theology and Public Leadership Majors The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: Quantitative Reasoning: DST 164, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major Speaking: Consult with advisor for an approved course outside the major Writing: RLN 400 and one of the following: RLN 342, 370, or 441 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Graduation Skills for Philosophy major Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Prerequisites Completion of either RLN 100 or RLN 300 is required before all other RLN courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Advising All majors must have an advisor in the Religion and Philosophy Department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. For a complete list of courses and descriptions, see the Course Description Search. 220 Social Studies Teaching Licensure The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Jason Lukasik, Secondary Education Social Studies Teaching Licensure Core requirements: ● ● ● ● ● ● ● ● ● ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography One of HIS 121 or HIS 122 o HIS 121 - An Empire for Liberty: U.S. History To 1877 o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S. One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa HIS 200 - Why History Matters POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology ANT 141 - Introduction to Cultural Anthropology Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Jason Lukasik and Michael Lansing for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 221 Social Work Professional social work is for students who have the desire to better the lives of people and communities through reducing social oppression of individuals and groups and advancing social justice. Social workers are licensed professionals who work in various sectors of society. Social workers are found in nearly all major social settings from clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s program immerses students in the skills and theories of social work and interweaves that body of knowledge with biology, psychology, sociology, economics, statistics, and political science. The curriculum also prepares students for professional social work through a year-long practicum in a range of human service agencies during the senior year. Students graduating with this major will receive a Bachelor of Science degree (BS). The degree qualifies students near or after graduation to sit for the national social work licensing exam and allows you to be licensed in any state in the U.S. as a Licensed Social Worker. Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program (MSW). The undergraduate degree provides advanced standing toward the foundation year of an MSW program, allowing graduates to complete the master’s degree in one calendar year. The undergraduate and graduate Social Work programs are accredited by the national accrediting body, the Council on Social Work Education. For more information about completing the MSW program in one year, consult the Graduate Catalog. Social Work Faculty Christina Erickson (Chair), Ankita Deka (MSW Program Director), Erin Sugrue, Melissa Hensley (BSW Program Director), Kao Nou Moua (BSW Field Director), Susan Carlin, Alexander Fink, Genevieve Sabala (MSW Field Director), Richard Spratt, Christopher Thyberg Admission to the Major Students must apply to be admitted to the degree program in social work. This application process begins in the fall semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each social work major must complete all application materials and be officially admitted to the Social Work program before beginning the junior year. Social work majors must have a cumulative 2.50 GPA to apply to the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses restricted to social work majors. Degree and Major Requirements The Social Work degree consists of eight upper-level courses and a total of seven supporting courses. Social work courses that are open to non-majors are designated with an asterisk. The Supporting Courses ● ● ● ● ● ● BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology SWK 280 - Diversity and Inequality in Professional Practice* Select one of these two courses: o SWK 100 - Introduction to Professional Social Work* o SWK 210 - Environmental Justice and Social Change* Select one of these four courses: o ECO 112 - Principles of Macroeconomics o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America 222 ● o POL 325 - Politics and Public Policy Select one of these three courses: o SOC 362 - Statistical Analysis o MAT 163 - Introductory Statistics o DST164 - Introduction to Statistics (with R) Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163, DST 164 or SOC 362. GPA Requirement After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses, and overall) to remain in good program standing. A grade of C is required for each required upper division social work course. All Social Work majors must take their social work courses with traditional grading. Social Work Major Ten upper-level courses: ● ● ● ● ● ● ● ● SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 316 - Social Work Practice 2: With Families and Groups SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Fall Practicum: Integrative Seminar SWK 417 - Spring Practicum: Integrative Seminar (Senior Keystone course) Courses with an asterisk are open to non-social work students. Social Work Semester in Mexico Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete coursework toward their degree at Augsburg’s Mexico Campus: ● ● ● ● ● ● SWK 261 - Social Welfare: The U.S. Mexican Context SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States SWK 316 - Social Work Practice 2: With Families and Groups LAF or Signature Curriculum Spanish Language Requirements are often taken Students who go to the Social Work in Mexico Semester are not required to take SWK 280 Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a means to apply social work perspectives to their chosen career. Six courses including: ● ● ● ● ● ● SWK 100 - Introduction to Professional Social Work SWK 301 - History and Analysis of Social Policy SWK 303 - Human Development and the Social Environment SWK 406 - Social Work Practice 3: With Communities and Policies SOC 265 - Race, Class and Gender And one course from: o POL 121 - American Government and Politics o POL 158 - Introduction to Political Science 223 o POL 325 - Politics and Public Policy Required Social Work Professional Practicum Students are required to complete a practicum at a social service agency in their senior year. The professional practicum placements are a total 420 hours over the course of two semesters. The BSW FIeld Director assists students in finding and retaining practicum placements. Augsburg has relationships with hundreds of organizations, public and private, across the Twin Cities. Social Work Course Sequence The social work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both courses are equal as introductions to the major. Each course features an experiential learning component. Social work upper-level courses (300s and 400s) are taught in a two-year sequence and offered once a year. Students move through the program in a cohort allowing for deep peer relationships and strong connections to faculty. Social Work Study Abroad Opportunities All social work students are encouraged to study abroad at some point in their academic career. Through The Center for Global Education and Experience, the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students are also encouraged to study abroad for elective credit. No credit for non-academic work In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life experience or previous work experience. Departmental Honors The Social Work Department offers eligible students the opportunity to earn departmental honors through the completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.80 in all Social Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits. Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines. Social Work Honor Society Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. The national honor society requirements allow membership to juniors and seniors who have completed at least one semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent in the spring of each year. For a complete list of courses and descriptions, see the Course Description Search. 224 Sociology With roots in the humanistic tradition of concern for the human condition and the betterment of society, sociology takes a scientific approach to the study of society and of social interaction in groups. Our examination of social organization provides the opportunity to improve the world we have created and in which we live. The sociological perspective provides an important way to critically understand how people come to think and act as they do in a variety of social contexts. The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to their lives and future careers. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use social scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. The Department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning. Internships enable majors to draw upon the theories and research skills of sociology while they explore career alternatives. Students also may take an independent study, special topics course, or field study toward that end. Career Opportunities The major in Sociology has equipped our alumni to understand and function more effectively in the social world as professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector (for example, as analysts, counselors, case managers, community organizers, and lobbyists). They work in the criminal justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting research for corporations, as well as teaching high school or at universities as professors of sociology. Others have used their preparation for advanced study in areas such as law, human services, public health, counseling, social work, urban planning, and ministry. To learn more about career opportunities visit the Sociology Department website. Sociology Faculty Ashley Baber, Nancy Fischer, Tim Pippert, James Vela-McConnell (Chair), Lars Christiansen (Emeritus), Garry Hesser (Emeritus), Diane Pike (Emeritus) Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound foundation for a number of fields including human services, criminal justice, business and public service. The Sociology major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, public speaking, critical analysis, research design, integration of theory, analysis of quantitative and qualitative data, and the connection between the individual and collective perspectives reflected in the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to focus on more specialized content areas and develop additional skills and perspectives related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121, 362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the major. Core courses (complete all five): ● ● ● ● SOC 121 - Introduction to Sociology SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory 225 ● SOC 490 - Senior Seminar and Keystone Five elective courses, at least three of which must be upper division: ● ● Lower division elective options o SOC 111 - City Life: Introduction to Urban Sociology o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 240 - Protest and Social Change: The Sociology of Social Movements o SOC 265 - Race, Class and Gender o SOC 266 - Sociology of Love, Intimacy, and Sexuality o SOC 277 - Introduction to Criminology o SOC 290 - Cultures of Violence o SOC 295 - Topics o SOC 299 - Directed Study Upper division elective options (minimum of three required; SOC121 prerequisite) o SOC 300 - Topics o SOC 320 - Sociology of Law o SOC 375 - Social Psychology o SOC 381 - City and Regional Planning o SOC 387 - Juvenile Delinquency o SOC 390 - Intersections of Race and Immigration o SOC 395 - Mental Illness and Society o SOC 399 - Internship o SOC 499 - Independent Study/Research Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for at least 4 credits in order to count as electives for the major. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Law, Crime, and Deviance; and Social Psychology. Interest tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences, and skills. Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular careers or graduate work in criminal justice, law, organizational development, public relations, public health, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. For an in-depth description of departmental honors, including project options, visit the Sociology Department website. 226 Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 227 Theater Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation, diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue with their education and/or to become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions. In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, and between theory and practice. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theater can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Faculty Full-Time Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez Adjunct Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles, Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios, Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major without a concentration and two Theater minors. There are three choices for concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. The Theater major with a concentration requires the following: The Theater core curriculum, three concentration courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor requires any five courses from our department and the Musical Theater minor requires five specified courses (see Theater minors). 228 Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course information and transfer requirements. Graduation Skills The Theater Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing DST 164, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Theater Major ● ● ● ● ● ● THR 228 - Introduction to Stagecraft THR 229 - Theatrical Design THR 232 - Acting THR 250 - Script Analysis: Foundations of Theater Three from the following: o THR 245 - Introduction to Pan-Asian Theater o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present Two elective courses from the following: o THR 226 - Movement for Theater o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application o THR 233 - Acting for the Camera o THR 235 - Skills of Musical Theater o THR 237 - Dance for Musical Theater o THR 245 - Introduction to Pan-Asian Theater o THR 255 - Introduction to Musical Theater o THR 265 - Computer Drafting for the Stage and Architecture o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 275 - Lighting and Sound for the Stage o THR 280 - Costumes and Makeup for Performance o THR 295 - Topics o THR/ENL 325 - Playwriting I o THR/ENL 326 - Playwriting II o THR 350 - Voice for Speech, Stage and Screen o THR 355 - Performing Shakespeare o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present o THR 365 - Advanced Acting o THR 366 - Stage Direction o THR 367 - New Methodologies of Stage Direction and Dramaturgy o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice o ENL 330 - Shakespeare o PWC 300 - Playwriting o PWC 310 - Topics in Playwriting o PWC 320 - Writing for Television 229 ● o PWC 330 - Writing for Digital Media The general Theater major requires four THP credits (Theater Practicum Units) in any area. Theater Major with Concentration(s) Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with concentrations. Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6 for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with an advisor. Performance Concentration Choose three from the following: THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech, and Screen THR 355 - Performing Shakespeare THR 365 - Advanced Acting Design/Technical Concentration Choose three from the following: THR/FLM 230 - Scenic Painting THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 285 - Scenery Design Directing/Dramaturgy/Playwriting Concentration Choose three from the following: THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 366 - Stage Direction THR 367 - New Methodologies of Stage Direction & Dramaturgy PWC 300 - Playwriting PWC 310 - Topics in Playwriting PWC 320 - Writing for Television PWC 330 - Writing for Digital Media Theater Minor Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three Theater Practicum Units (THPs) in any area. Musical Theater Minor Choose five from the following: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 365 - Advanced Acting 230 MUE 294 - Opera Workshop Three theater practicum units (THPs) in any area. Curricular Planning Information First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete a substantial independent project of honors quality within the major. Honors candidates should meet with their departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within the department. Students transferring with junior standing should complete a minimum of four practicum units within the department. Theater Practicum Units Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade. Theater Practicum Units require: ● ● ● ● ● Consent and signature of instructor Supervision by Theater faculty A minimum of 25 hours of assessed participation by the student Registration for THP in the semester the practicum is completed THP course registration must meet the Registrar’s Office deadlines Please Note: ● ● ● THPs may be repeated Crew work required for classes/coursework does not count toward practicum credits Student employment hours do not count towards practicum credit 3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management projects because of the extraordinary amount of time required of the student. 231 Theater Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students: ● ● ● ● Theater majors without a concentration are required to complete 4 THPs in any area. Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are completed should be determined with an advisor. All Theater minors are required to complete 3 THPs in any area. Theater Practicum Courses - Groupings Performance THP 111/121/131/141/151 - Theater Practicum: Acting/Performance Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Production THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management-Small Project THP 116/126/136 - Theater Practicum: Stage Management-Large Project THP 117/127/137 - Theater Practicum: Artistic For a complete list of courses and descriptions, see the Course Description Search. 232 Urban Studies Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings different disciplinary perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, political philosophy, history, environmental studies, art, and architecture to understand metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework often includes walking tours, site visits, guest speakers, and field research. Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be more environmentally sustainable, promoting the health and civic engagement of citizens, and achieving effective engagement in all aspects of city making. The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban planning, public administration, environmental advocacy, sustainability and resilience planning, government service, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of their experience. Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about how to best plan your academic schedule to accommodate both majors. Faculty Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus), Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and Joseph Underhill (Political Science). Degree and Major Requirements Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the major. Core Courses: ● ● ● ● ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America ECO 113 - Principles of Microeconomics SOC/URB 381 - City and Regional Planning SOC/URB 399 - Internship URB 492 - The City and the Environment Keystone One of SOC 362 or POL 483 o SOC 362 - Statistical Analysis o POL 483 - Political Statistics and Methodology One of SOC 363 or POL 484 o SOC 363 - Research Methods o POL 484 - Political Analysis One of the following: o ART/HIS 249/349 - The Designed Environment o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History 233 ● And two additional urban-related electives. For electives, please see the following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including off-campus study, ACTC courses, and/or study abroad. o ART 243 - History of Architecture to 1750 o ART 244 - History of Architecture after 1750 o ART/HIS 249/349 - The Designed Environment o ECO 365 - Environmental Economics o ENV 100 - Environmental Connections o GEOG225 Introduction to Geographic Information Systems (Macalester) o GEOG241 Urban Geography (Macalester) o GEOG321 Geographic Information Systems (St. Thomas) o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o SOC 265 - Race, Class and Gender o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations o SOC 380 - Disaster and Resilience o URB 199 - Internship o URB 295 - Special Topic o URB 299 - Directed Study o URB 395 - Special Topic Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Urban Studies major. Transfer students must consult the Director of Urban Studies about potential adjustments in their course requirements to fulfill these skills. Urban Studies Minor A total of five courses including: ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America SOC/URB 381 - City and Regional Planning One of the following: o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o ART/HIS 249/349 - The Designed Environment o SOC 380 - Disaster and Resilience o URB 492 - The City and Environment Keystone And an approved Urban Studies Elective (see list above). Off-Campus Study and Study Abroad Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience (CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major. Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies coursework in off-campus programs. 234 For a complete list of courses and descriptions, see the Course Description Search. 235 Youth Studies Minor This program is currently on hold; some required courses are not currently taught. The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting cultures. The minor is intended to supplement a student’s current course of study particularly if that student is considering child or youth work in the future. The courses in this minor will help students develop a constructive and critical lens for understanding how young people are viewed and treated within society and how young people interact with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their chosen professions. Minor Requirements 20 credits including: ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working with Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Psychopathology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) For a complete list of courses and descriptions, see the Course Description Search. 236 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Sylvia Bartley, PhD Cyrus Batheja ‘08, ‘11 MBA, EdD Cheryl T. Chatman, EdD Karim El-Hibri ‘06 Ellen Ewald Nicholas C. Gangestad ’86, MBA James Hereford Pahoua Yang Hoffman Kenneth Holmen ‘74, MD Veena Iyer, JD Diane L. Jacobson, PhD Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Ethelind Kaba Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Michael C. Maxey Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 237 Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. University Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Paula O’Loughlin (2022). Provost and Senior Vice President. BA, Smith College PhD, University of Minnesota. Amy Alkire (2013). Vice President for Institutional Advancement. BA, Concordia College, Moorhead; MEd, Northern Arizona University. Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota. Catherine Bishop (2010). Vice President for Student Experience and Success. BA, Macalester College; JD William Mitchell College of Law. John Coskran (2020). Associate Vice President, Chief Financial Officer. BS, Carleton College; MBA, Augsburg University; MS, DePaul University. Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS, Ithaca College. Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg University. Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota. Administration Gabby Allan (2022). American Indian Student Services Program Manager. BA, Dartmouth College; MSW, Washington University in St. Louis. Kezía Burrows (2022). Pan-Afrikan Student Services Program Manager. BA, College of Saint Benedict and Saint John’s University. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Tristan Crowell (2022). LGBTQIA+ Student Services Program Manager. BS, University of Minnesota - Twin Cities. Firi Dawid (2020). Director of Campus Life. BA, Augsburg University; MA, University of Minnesota. Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD, University of Minnesota. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, PhD, Washington State University. Leah Durnin Hoover (2023). Director of Residence Life. BA, University of Arizona; MS, EdD, University of Wisconsin - La Crosse. Elaine Eschenbacher. Assistant Provost for Experiential Learning and Meaningful Work. BA, University of Minnesota; MA, Augsburg University. Michael Grewe (2008). Dean of Students. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil University of Oxford. Erika Hernández (2022). Latinx Student Services Program Manager. BA, University of Minnesota. 238 Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign. Marah Jacobson (2018). Assistant Provost for Academic Administration. BS, MS, EdD, St. Cloud State University. Tom Kelsey (2000). Registrar. BA, Gustavus Adolphus College; MA, University of Minnesota. Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University. David Matz (2001). Associate Dean for Academic Affairs and Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University, PhD Texas A&M University. Dawn Miller (2016). Human Resources Director. BA, University of Minnesota. Patrick Mulvihill (2017). Assistant Provost for Global Education and Experience. BA, St. Olaf College; MPA, University of Minnesota, Humphrey School of Public Affairs. Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Steve Peacock (2008). Director of Community Relations, Institutional Advancement. BA, College of Wooster; MURP, University of Minnesota. Kelsey Richardson Blackwell (2007). Senior Director of Advising and Registration. BA, St Olaf College; MA, University of St Thomas. Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Leah Spinosa de Vega (2008). Executive Director of Global Initiatives, Center for Global Education and Experience . BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota. Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. Martha Truax (2007). Director of Leadership Gifts. BA, Macalester College; MA, Augsburg University. Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of Wisconsin-Platteville; MS, University of Wisconsin-La Crosse. Paul Vang (2023). Pan-Asian Student Services Program Manager. BS, St Cloud State University; MA, Crown College. 239 Faculty (Full-time) A Sarah Addicks Hayes (2022). Assistant Clinical Professor of Psychology. BA, New York University, MS, MPH, PhD, West Virginia University. J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of Music of the Johns Hopkins University; PhD, University of Minnesota. Gabriella Amberchan (2023). Assistant Professor of Chemistry. BA, Mills College; PhD, University of California, Santa Cruz. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, Luther-Northwestern Seminary; PhD, University of Minnesota. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin-Madison. Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Peradeniya; PhD, Iowa State University. B Ashley Baber (2023). Assistant Professor of Sociology. AA, William Rainey Harper College; BA, Northeastern Illinois University; MA, Roosevelt University; PhD, Loyola University, Chicago. Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota. Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Rachel Bergman (2023). Leland B. Sateren ’35 Professor and Endowed Chair of Music. BA, Skidmore College; Ph.D. Yale University. Margit Berman (2019). Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Vanessa Bester (2017). Associate Professor and Program Director, Physician Assistant Studies. BS, University of Pittsburgh. MPA, University of Florida. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois. Richard Breaux (2023). Associate Professor of Critical Race and Ethnicity Studies. AB, Dartmouth College; MA and PhD, University of Iowa. Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University; MFA, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. 240 Amanda S. Case (2016). Associate Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of Wisconsin-Madison. Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North Dakota State University. Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Associate Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University. Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Jeff Clement (2023). Assistant Professor of Business Administration. BS, Georgia Institute of Technology; MBS, University of Maryland Smith School of Business. Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana University-Bloomington. Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS; University of Wisconsin-Stout. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Moumita Dasgupta (2019). Associate Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at Urbana-Champaign; MA, Ph.D, Columbia University. Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at Urbana-Champaign. Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh Dickinson University; MIM, EdD, University of St. Thomas. Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA, PhD, University of Wisconsin-Madison. Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa. Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM Programs. BA, University of Wisconsin-Madison; PhD, Washington State University. E Rachel Elbing (2022). Clinical Assistant Professor, Physician Assistant Studies. BA, University of Wisconsin, MPH, University of Minnesota. 241 Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison. Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington. Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of Minnesota–Duluth; PhD, University of Illinois-Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Alexander Fink (2022). Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota. Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS, Iowa State University. Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State University. Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. G Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Sarah Greenfield (2016). Associate Professor of English. BA, Westmont College; MA, PhD, University of Wisconsin-Madison. Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College-Moorhead; MA, JD, University of Minnesota. Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. H Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. Jenny L. Hanson (2013). Associate Professor of Communication Studies, Film, and New Media. BA, Augsburg University; MFA, Donau-Universität Krems. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Laurie Helgoe (2023). Associate Professor of Clinical Psychology. BA, Gustavus Adolphus College; PhD, University of Nevada-Reno. Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Daniel Hickox-Young (2023). Assistant Professor of Physics. BA, St. Olaf College; PhD, Northwestern University. Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois. 242 Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West Virginia University. Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston. Michael J. Humphreys (2022). Instructor of Physical Education. BA, Brown University; MA, Johns Hopkins University, PhD, George Mason University. I Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. K Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird School of Global Management, Arizona State University; PhD, Drexel University. Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School of Music. Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George Washington University; MPA, Augsburg University. Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of Minnesota. Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University. Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of Minnesota. L Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College; MA, PhD, University of Minnesota. Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University. Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Massachusetts at Amherst; PhD, University of Minnesota. Jaeeun Lee (2022). Assistant Professor of Psychology. BA, Carleton College; MS, PhD, University of Maryland. Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne. Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati. Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa. Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College; MSPAS, Augsburg College. Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota. Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota. 243 Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. Jason Lukasik (2016). Associate Professor of Education and Director, Master of Arts in Education. BA, Med, PhD, University of Illinois at Chicago. M Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin, River Falls; MA, PhD, University of Minnesota. Sergio Madrid-Aranda (2022). Assistant Professor of Special Education. BA, Chihuahua Autonomous University; MEd, Juarez Autonomous University, PhD, New Mexico State University. Taryn Marashi (2022). BA, Agnes Scott College; MA, Washington University; PhD, Vanderbilt University. Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University of Minnesota. M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD Texas A & M University. Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Jenna McNallie (2016). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA, University of Wisconsin, Milwaukee; PhD, Purdue University. Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University. Wilson Miu (2023). Visiting Assistant Professor of History. BA University of Chicago; MA, PhD, University of California-Santa Cruz. Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of Minnesota. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary. O Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University. P Iva Patel (2020). Assistant Professor of Religion. BA, BS, University of Maryland, Baltimore County; MA, University of Pennsylvania; MFA, PhD, University of Iowa. Sayantica Pattanayak (2023). Assistant Professor of Computer Science. BS, Bhadrak Institute of Technology (India); MA, National Institute of Technology (India); MA, PhD University of North Dakota. Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. R Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College. Ana Ribeiro (2014). Associate Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St. Cloud State University; PhD, University of Minnesota. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. 244 Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego State University; PhD, University of Colorado. S Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire. Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD, University of Maine. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg University. Shayna Sheinfeld (2022). Assistant Professor of Religion. BA, DePaul University; MA, MTS, Harvard Divinity School, PhD, McGill University. Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota. Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD, Northwestern University. Lindsay Starck (2016). Associate Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina. Erik S. Steinmetz (1998). Associate Professor of Computer Science. BA, Augsburg University; MS, University of Minnesota. Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota. Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA, Ohio State University. Najeeba Syeed (2022). Professor of Religion. B.S. Guilford College; J.D. Indiana University School of Law T Liaila Tajibaeva (2017). Associate Professor of Economics. BS, University of Minnesota; MA, University of Wisconsin-Madison; PhD, University of Minnesota. Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic. Christopher Thyberg (2023). Assistant Professor of Social Work. BASW, Calvin University; MSW, PhD, University of Pittsburgh School of Social Work. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University; PhD, University of Texas. Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University; MA, PhD, University of Minnesota. Jacob Troutman (2023). Assistant Professor of Chemistry. BS, Wingate University; MSW, PhD, University of Texas at Austin. U Michelle Ullery (2022). Program Director and Clinical Instructor, DNP and FNP. BA, College of St. Scholastica, MS, DNP, University of North Dakota. 245 Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. V Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous University of the State of Morelos; MA/MPhil, and PhD, Columbia University. Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. W Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota. Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. Jiachen Zhang (2023). Assistant Professor of Statistics. BBA Hong Kong Baptist University; MS, Brown University; MS, PhD, University of Notre Dame. John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota. Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. David B. Apolloni. Professor Emeritus, Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminary; PhD, University of Minnesota. John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Laura S. Boisen. Professor Emerita, Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota. 246 Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota. John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of Wisconsin-Stout; EdD, University of Minnesota. Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University. David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota. Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Carol A. Enke. Professor Emerita, Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota. Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado State University. Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State University. Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University. William D. Green. Professor Emeritus, History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota. Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale University. Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota. Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin. 247 Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan. Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University. Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College. Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota. Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Joan C. Kunz. Professor Emerita, Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison. Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of Minnesota. Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley. Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota. Thomas. F. Morgan. Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University. Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University of Minnesota. Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. 248 Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University. Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota. Diane L. Pike. Professor Emerita, Sociology. AB., Connecticut College; PhD, Yale University. Philip Quanbeck, II. Professor Emeritus, Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota. Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Milo A. Schield. Professor Emeritus, Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern University, PhD, University of Minnesota. Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD, University of Texas. Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St. Thomas; PhD, University of Minnesota. Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University. Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota. Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota. 249 Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa. David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College; MS, Minnesota State University, Mankato. Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University. Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania. 250
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Title: Augsburg University Course Descriptions, 2022-2023
Collection: Course Catalogs
Search Result: Augsburg University 2022-2023 Course Descriptions (as of 6/25/2022) ACA – Academic Advising ACA100 First Year Transition 1 Semester Credits This class supports students making the transition from high school to the university. It will explore topics such as campus resources, time managemen...
Show more Augsburg University 2022-2023 Course Descriptions (as of 6/25/2022) ACA – Academic Advising ACA100 First Year Transition 1 Semester Credits This class supports students making the transition from high school to the university. It will explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers students to effectively navigate the university experience and to develop the confidence and tools to be successful. Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) ACC - Accounting ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to accounting principles and methods for external financial reporting. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable* ACC222 Introduction to Managerial Accounting 4 Semester Credits Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business) ACC250 Accounting for Entrepreneurs 4 Semester Credits This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner, giving them the practical knowledge they would need to understand the financial aspects of their business, including a basic use of the accounting software QuickBooks. Core Curriculum Component: None Prerequisite(s): None ACC322 1 Intermediate Accounting I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC323 Intermediate Accounting II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322(C- minimum grade in ACC322) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making. Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability Theory), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of DST334(Statistical Modeling), MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I), MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance), MAT202(Discrete Mathematics For Computing), MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics), MKT252(Principles of Marketing) ACC326 Individual Tax Accounting 4 Semester Credits The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the preparation of individual income tax form 1040, related schedules and tax preparer ethics. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC423 Auditing 4 Semester Credits 2 Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management) ACC495 Topics 4 Semester Credits This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting. Core Curriculum Component: None Prerequisite(s): ACC322(Intermediate Accounting I) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS – American Indian Studies AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS193 Topics Workshop: Well-Being and Success in the University 2 Semester Credits 3 This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop once for credit. Core Curriculum Component: None Prerequisite(s): None AIS202 Indigenous Forms of Cultural Expression 4 Semester Credits This course honors Indigenous contemporary cultural forms of expression including theater, film, new media, storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore how Indigenous culture shapes and is shaped by contemporary cultural contexts. Core Curriculum Component: Humanities Prerequisite(s): None AIS205 Contemporary American Indian Issues 4 Semester Credits This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines cultural and political experience, and the complex relationship between Native peoples and the United States. Core Curriculum Component: Humanities Prerequisite(s): None AIS208 Native American/First Nations Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: Humanities Prerequisite(s): None AIS264 American Indians in the Cinema 4 Semester Credits This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this. Core Curriculum Component: Humanities Prerequisite(s): None AIS295 Topics 4 4 Semester Credits This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice; sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and other such focuses. Topics offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS302 Indigenous Expressive Forms 4 Semester Credits This course explores the multiple ways that Native people develop expressions of art, music and literacy in contemporary contexts. The course examines multiple production modalities, the use of technology, and the expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of creative activity, focusing on a theme, a medium of expression, or a particular community. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS304 Engaging Native Communities 4 Semester Credits Engaging with Native Communities explores the Native communities and organizations of this area, their history and origins as well as the challenges and contributions they make. Our seminar style course combines student research with community-based learning. Your work informs our classroom discussions and research while also giving back to the community in valuable and reciprocal ways. Core Curriculum Component: Augsburg Experience Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues) AIS305 Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: Augsburg Experience 5 Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. Core Curriculum Component: None Prerequisite(s): None AIS380 Decolonizing Practices: Reading, Writing, Research 4 Semester Credits This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We will explore what it means to read, write and research with an Indigenous perspective. While so much research exists that is driven and conducted from White/European and male lenses, our studies and work will emerge from engagement with Indigenous scholars, theories and approaches. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS393 Topics Workshop: Well-Being and Success After University 2 Semester Credits This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your future. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 6 AIS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS405 Indigenous Activism and Resistance in the Americas 4 Semester Credits This course explores ongoing and current forms of activism and resistance across North and South America that are directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization. Core Curriculum Component: Keystone Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues), AIS305(Indigenous Issues of Central America) AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None 7 ANT – Anthropology ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART – Art and Design ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART103 Special Topics 8 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting. Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts 9 Prerequisite(s): None ART124 Graphic Design Production: InDesign 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts. This course explores the process of creating and managing multiple page layouts with variable page content. Core Curriculum Component: None Prerequisite(s): None ART125 Graphic Design Production: Illustrator 1 Semester Credits This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos, advertisements, or other graphic documents. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART126 Graphic Design Production: Photoshop 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative visual effects. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART127 Graphic Design Production: HTML/CSS 1 Semester Credits This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles of Web Design including usability and the tools to accomplish this including HTML5 and CSS3. Core Curriculum Component: None Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom 10 printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Core Curriculum Component: Fine Arts Prerequisite(s): None ART133 Introduction to Digital Photography 4 Semester Credits This course introduces students to the conceptual and practical principles of digital photography. Fundamental terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital cameras, software, scanners, and printers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART201 Introduction to Graphic Design 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this course. Core Curriculum Component: Fine Arts Prerequisite(s): None ART202 Typography 11 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design Production: Illustrator) *concurrent registration is acceptable* ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) ART211 Art of Resistance 4 Semester Credits Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally, philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in various experiential learning environments in Palestine, this course will examine the arts as creative expression of the human imagination through activities such as creation, historical study, and critical analysis. Core Curriculum Component: Fine Arts, Augsburg Experience Prerequisite(s): None ART215 Introduction to Web Design 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART220 Screen Printing I 4 Semester Credits Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential tool in influencing cultural change and contributing to new societal ideas. Core Curriculum Component: Fine Arts Prerequisite(s): None 12 ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART226 Artist Workshop 1 Semester Credits This course offers students the opportunity to work with a professional artist or designer. Students participate in workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a professional studio atmosphere. Course is repeatable. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART231 Pre-Columbian, Colonial, and Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press-Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts 13 Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures, discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural studies. Emphasis is on both skill and individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 14 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level ART299 15 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Mid-Program Portfolio Review 2 Semester Credits exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Graphic Systems 4 Semester Credits Graphic Systems explores design concepts and production for interactive experiences as seen through publications (screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and practice through research and projects. Time in concerned with the rational progression of a story, but also informs the sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size of an image on a page, printed, or electronic. Core Curriculum Component: None Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography) ART322 Plein Air Sketching II 4 Semester Credits 16 Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART324 Design Studio I 4 Semester Credits As part of the design agency, students will become familiar with working on real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design), ART202(Typography) ART326 Design Studio II 4 Semester Credits As part of the design agency, students will become competent in the skills necessary to execute real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I) ART332 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Advanced Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): ART133(Introduction to Digital Photography) 17 ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART347 Advanced Drawing 4 Semester Credits Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on the development of subject matter, themed series, individual style, and original expression. Concentration on developing visual conceptualization and visual, written and oral communication skills. Core Curriculum Component: None Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing) ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 18 ART355 Advanced Painting 4 Semester Credits Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on the development of subject matter, themed series, individual style, and original expression. Concentration on developing visual conceptualization and visual, written and oral communication skills. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 19 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None ART390 Native American Art 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. 20 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition/Project and Review 4 Semester Credits This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis project and review. Majors learn professional practices and writing for the arts, produce themed original creative production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in critical dialogue, participate in formal faculty review and reflect on vocation. Core Curriculum Component: Keystone Prerequisite(s): ART305(Junior Exhibition and Review) ART424 Advanced Design Studio III 4 Semester Credits As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the components of managing creative projects. Students will extend their learning beyond the classroom and work with 21 community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal interests and abilities, editing and refining the range and quality of portfolio work. Core Curriculum Component: Augsburg Experience Prerequisite(s): ART315(Web Design II), ART326(Design Studio II) ART425 Advanced Design Studio IV 4 Semester Credits As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as competencies of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: Keystone Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable* ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL – American Sign Language ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 22 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG – Augsburg Seminar AUG101 Augsburg Seminar 1 Semester Credits A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) AUGEX – Augsburg Experience AUGEX1 Augsburg Experience - Non-credit International Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad) AUGEX2 Augsburg Experience - Faculty/Student Research 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research) AUGEX3 Augsburg Experience - Non-credit Internship 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship) AUGEX4 23 Augsburg Experience - Work Connections 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections) AUGEX5 Augsburg Experience - Special Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion) BIO - Biology BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent registration in BIO102L is required. (Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits Three hour lab taken concurrently with BIO102. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I), MUS113(Music Theory and Aural Skills I) BIO103L Human Anatomy and Physiology Lab 0 Semester Credits Three hour lab taken concurrently with BIO103. 24 Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Three hour lab taken concurrently with BIO121. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. 25 Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 1 Semester Credits Three hour lab taken concurrently with BIO151. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is required. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) BIO152L Evolution Ecology and Diversity Lab 1 Semester Credits Four hour lab taken concurrently with BIO152. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO297 26 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study: Research in Biology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO320 Human Anatomy 4 Semester Credits This course is a systems approach to the study of human body structure including histology and gross anatomy. Students learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some other allied health programs. Concurrent registration in BIO320L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO320L Human Anatomy Lab 1 Semester Credits Four hour lab taken concurrently with BIO320. Core Curriculum Component: None Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required* BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. Concurrent registration in BIO351L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 1 Semester Credits Four hour lab taken concurrently with BIO351. 27 Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 1 Semester Credits Four hour lab taken concurrently with BIO353. Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO354 Cell Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO354L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), CHM116(General Chemistry II) BIO354L Cell Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO354. Core Curriculum Component: None Prerequisite(s): BIO354(Introductory Cellular Biology) *concurrent registration is required* BIO355 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO355L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) 28 BIO355L Genetics Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO355(Genetics) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in BIO361L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO361. Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in BIO369L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I) BIO369L Biochemistry Lab 1 Semester Credits Four hour lab taken concurrently with BIO369. Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO370 Biochemistry II 29 4 Semester Credits Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence. Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part of the course. Core Curriculum Component: None Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry) BIO396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology) BIO420 Conservation Biology 4 Semester Credits This course will focus on the scientific foundations of biological conservation. Students will explore major threats to ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of people and nature. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity) BIO425 30 Freshwater Ecology 4 Semester Credits This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems, including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management. Concurrent enrollment in BIO425L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255(Genetics), BIO355(Genetics); 1 of BIO255L(Completed with C- grade), BIO255L(Completed with L grade), BIO355L(Genetics Lab); BIO152(Evolution, Ecology and Diversity) BIO425L Freshwater Ecology Lab 1 Semester Credits Required lab taken concurrently with BIO425 Core Curriculum Component: Augsburg Experience Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required* BIO444 Genomics and Biotechnology 4 Semester Credits An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the insights genomics provides into human health and the domestication of our food crops. The course explores the how and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living. Concurrent registration in BIO444L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I) BIO444L Genomics and Biotechnology Lab 1 Semester Credits Required lab taken concurrently with BIO444 Core Curriculum Component: None Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required* BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. Concurrent registration in BIO471L is required. Core Curriculum Component: None 31 Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO471. Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Physiology of Humans and Other Animals 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO473L Physiology of Humans and Other Animals Lab 1 Semester Credits Four hour lab taken concurrently with BIO473. Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in BIO474L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Cell Biology); 1 of BIO255(Genetics), BIO355(Genetics) BIO474L Developmental Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO474. Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* 32 BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in BIO475L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology) BIO475L Neurobiology Lab 1 Semester Credits Four hour lab taken concurrently with BIO475. Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. Concurrent registration in BIO476L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics) BIO476L Microbiology Lab 1 Semester Credits Two two-hour labs per week, taken concurrently with BIO476. Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent registration in BIO481L is required. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) 33 BIO481L Ecology Lab 1 Semester Credits Four hour lab taken concurrently with BIO481. Some Saturday field trips required. Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO485 Advanced Topics in Biology 2 Semester Credits An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that subject. Check Records and Registration for the topic and title of a given section. This course is repeatable. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics) BIO488 Special Topics in Biochemistry 2 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None BIO489 Special Topics in Biochemistry 4 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None BIO490 Biology Keystone 34 2 Semester Credits Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. Open only to senior students majoring in biology. Core Curriculum Component: Keystone Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics), BIO369(Biochemistry), CHM369(Biochemistry) BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology) BUS – Business Administration BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 35 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of Microeconomics) BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None 36 Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*; BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 4 Semester Credits 37 This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): BUS362(International Business) BUS490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CAP – General Studies CAP001 CAP Seminar 0 Semester Credits Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit status). Core Curriculum Component: None Prerequisite(s): None CCS – Languages and Cross-Cultural Studies CCS100 Introduction to Cultural Studies 38 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None CCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): CCS100(Introduction to Cultural Studies) CCS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CCS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CCS495 Topics 4 Semester Credits 39 Core Curriculum Component: None Prerequisite(s): None CCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM – Chemistry CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and 102L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and Engineering) *concurrent registration is required* 40 CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General Chemistry I) CHM116L General Chemistry II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM251 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM251L Organic Chemistry I Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable* CHM252 Organic Chemistry II 4 Semester Credits Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring) Core Curriculum Component: None 41 Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab) CHM252L Organic Chemistry II Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable* CHM280 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II) CHM280L Quantitative Analytical Chemistry Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable* CHM295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM362 Physical Chemistry: Macroscopic Theory 4 Semester Credits Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and kinetics. (Fall) Core Curriculum Component: None 42 Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM368 Physical Chemistry: Microscopic Theory 4 Semester Credits Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics, molecular structure, spectroscopy, and statistical mechanics. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry Department about alternatives to the BIO253 prerequisite. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I) CHM369L Biochemistry Lab 1 Semester Credits Concurrent registration in CHM369 is required. Core Curriculum Component: None Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required* CHM370 Biochemistry II 4 Semester Credits Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence. Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part of the course. Core Curriculum Component: None Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry) CHM397 Internship 2 Semester Credits 43 Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM430 Advanced Thermodynamic and Separation Lab 2 Semester Credits A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM440 Advanced Synthesis Lab 2 Semester Credits A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic chemistry. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM450 Advanced Spectroscopy and Computational Chemistry Lab 2 Semester Credits A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical principles. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) 44 CHM464 Advanced Organic Chemistry 4 Semester Credits Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and surface analysis methods are covered. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) CHM488 Special Topics in Biochemistry 2 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None CHM489 Special Topics in Biochemistry 4 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None CHM491 45 Chemistry Seminar 0.5 Semester Credits This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM494 Topics 2 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM497 Independent Study/Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) CHM499 Independent Study/Research 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) 46 COM – Communication Studies COM100 Journalism Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM101 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM102 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM103 Forensics Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM111 47 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM117 Business and Professional Speaking 4 Semester Credits An introduction to public speaking that explores the skills, research, and forms of communication common in business and professional careers. There is an emphasis on theory and practice associated with specialized communication skills, including: professional networking, sales speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, and so much more. Note: Students may earn credit in only one of COM 111, COM 112, COM 115, or COM 117 for credit. Core Curriculum Component: Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance 48 of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM180 Introduction to Communication Studies 4 Semester Credits An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. 49 Core Curriculum Component: Humanities Prerequisite(s): None COM260 Environmental Communication 4 Semester Credits We are bombarded with messages about the natural world every day from many different sources. Environmental communication comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper understanding of our relationship with the world around us. Core Curriculum Component: Humanities Prerequisite(s): None COM290 Writing for Strategic Communication 4 Semester Credits This is a course in writing skills for persuasive communication for the public relations practitioner. As public relations continues to evolve from traditional, journalism-based practices to a complex profession requiring a broad range of writing and media skills for integrated marketing communication, this course will help to ensure that PR students are well-versed in the differences and similarities within various communication formats and how to write for them. From traditional press releases and brochures to the constantly evolving world of Internet-based communication, students will enhance their written and oral skills, and use critical thinking to find engaging and ethical techniques for targeting their messages to a variety of publics and media. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level) COM295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM301 Research Methods in Communication Studies 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. 50 Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level) COM305 Interviewing 4 Semester Credits This course focuses on the process of interviewing and emphasizes the theory and skills needed in effective interviews for both the interviewer and the interviewee. Students will develop and conduct several types of interviews, which may include informational, employment, oral history, journalistic, and persuasive interviews. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM310 Family Communication 4 Semester Credits This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build an understanding of how we develop, maintain, enhance, or disturb family relationships through communication processes. Students will learn about theories focusing on the communication patterns and practices that constitute family life. Core Curriculum Component: None Prerequisite(s): None COM328 Multimedia Communication 4 Semester Credits Multimedia content is everywhere - good content isn’t. Create content with purpose and add multimedia production to your list of communication skills. In this course you will explore the elements of effective multimedia communication as you pick up essential skills in using multimedia tools and technologies to reach an audience in informative, engaging, persuasive, and entertaining ways. Through creative and intentional practice, you will engage in video production, audio production, image creation, media writing and editing to create content that is sure to impress and have an impact. Core Curriculum Component: None Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), COM290(Writing for Strategic Communication), FLM180(Film Sight and Sound), NMS220(Foundations of New Media) COM329 Intercultural Communication 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM330 Crisis Communication 51 4 Semester Credits This course examines the variables involved in crisis planning, crisis communication, and crisis management in modern organizations. Those variables include the organization’s vulnerabilities, the environment in which it thrives, the stakeholders who can influence its operation, and the strategies best suited to maintaining or enhancing its reputation. The media play a crucial role in crisis management and the course promotes a deeper understanding of the range of crises facing organizations and tactics that can be employed to manage them. Core Curriculum Component: None Prerequisite(s): COM290(Writing for Strategic Communication) COM333 Nonverbal Communication 4 Semester Credits Explores the functions of communication codes like touch, body language, facial expressions, and physical appearance. Students will gain an understanding of how nonverbal communication is situated with socio-cultural contexts and how communication is impacted by biology and genetics. Students will do hands-on and experiential learning to build their skills in projecting and interpreting this prevalent form of communication. Core Curriculum Component: None Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM254(Interpersonal Communication) COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. 52 Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) COM355 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM356 Advanced Interpersonal Communication 4 Semester Credits This course explores theories and concepts from Communication Studies related to our understanding of self, other, relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe deeper into theories and concepts introduced in Interpersonal Communication. Core Curriculum Component: None Prerequisite(s): None COM380 Strategic Communication Campaigns 4 Semester Credits Builds on foundational strategic communication skills. Students will explore and practice the skills necessary to successfully implement public relations, promotional, and other types of strategic messaging campaigns. Core Curriculum Component: None Prerequisite(s): COM290(Writing for Strategic Communication) COM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 53 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM415 Diversity and Representation in the Media 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media) COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 54 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC – Computer Science CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC165 Introduction to Computer Programming (Python) 4 Semester Credits An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language (Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC 165L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC165L Introduction to Computer Programming (Python) Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required* CSC170 Introduction to Object-Oriented Programming (Java) 4 Semester Credits An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction, inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent registration in CSC 170L is required. Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC170L 55 Introduction to Object-Oriented Programming (Java) Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC240 Information Security and Assurance 4 Semester Credits An introduction to data communication with a focus on essential Information Security and Information Assurance. Experience working with networks, information security and information assurance through practical and real-world scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems, applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management. Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC250 Game Programming on the Web 4 Semester Credits An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)) CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC299 56 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC311 Web Applications and Databases 4 Semester Credits Concepts of the architecture of the web, websites, web applications, and driving these from information stored in databases. Topics include the structure of the web; simple web pages; using javascript to dynamically update web pages; using asynchronous background requests to a server to update pages; writing code on the server; creating, maintaining, and querying databases. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC341 Data Structures 4 Semester Credits Data structures such as linked lists, stacks, and queues; recursion. Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to Programming) CSC351 Algorithms 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC371 Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None 57 Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC391 Programming Languages 4 Semester Credits Principles that govern the design and implementation of programming languages including formal syntax specification, typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL along with using a meta-programming language such as Flex. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization), CSC371(Computer Organization); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC395 Topics in Computer Science 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms), CSC371(Computer Organization) CSC396 58 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC421 Mobile Computing 4 Semester Credits Concepts of translating ideas for applications into well-designed programs running on mobile hardware. Topics include the basics of software engineering and project management, iterative design, using version control systems, creating functionality lists, writing application flow storyboards, using the model-view-controller design pattern, using an objectoriented programming language, and using an integrated development environment to write and test code. Core Curriculum Component: None Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); CSC341(Data Structures) CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None 59 Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC443 Software Engineering 4 Semester Credits An introduction to Software Engineering -- the design, development, testing, use, and management of software systems. Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible, and maintainable. Includes semester-long team project. Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization), CSC371(Computer Organization) CSC451 Compilers 4 Semester Credits Concepts of the compiling process including computation theory, automata required for language translation, and computing run-time environments, along with the data and control structures necessary to implement a compiler. Includes semester-long project building a complete, functional compiler. Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC391(Programming Languages), CSC450(Programming Languages) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC495 Advanced Topics in Computer Science 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms), CSC371(Computer Organization) CSC499 Independent Study 4 Semester Credits 60 Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms), CSC371(Computer Organization) DAK - Dakota DAK111 Beginning Dakota I 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None DAK112 Beginning Dakota II 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): DAK111(Beginning Dakota I) DST – Data Science DST164 Introduction to Statistics (with R) 4 Semester Credits Concepts and techniques of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include descriptive statistics, data visualization, the Normal distributions, simulation, experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational tools in statistics with the R statistical software program. Applications from natural, health, and applied social science. This course is designed as an introduction to statistics for students planning to work with data in their future studies or careers. Students who have successfully completed MAT163, MAT164, MAT248, MIS379, PSY215, or SOC362 may not register for credit in DST164. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) DST234 Introduction to Data Science (and R) 4 Semester Credits 61 Concepts of data science including acquisition, tidying, and managing of data; statistical computation in R; communicating data visually; exploring ethics, social justice, and careers in data science; and analyzing data using statistical methods, including statistical modeling and an introduction to machine learning. Students who have completed MAT 213 may not register for credit. Students in MPG 2 are encouraged to take MAT 106 (instead of MAT 105). Students in MPG 3 who intend to take MAT 114 are encouraged to do so before taking this course. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) DST314 Programming for Data Science 4 Semester Credits The course is designed for students with a basic Python or programming background and who want to learn the careerbuilding programming skills to succeed in data science and data analytics fields. Topics typically include information manipulation and visualization, text analysis, social network analysis, and machine learning using popular Python toolkits such as Matplotlib, NumPy, pandas, SciPy toolkits (Scikit-learn). The course includes hands-on exercises throughout the course as mini-projects and a final project to demonstrate the new skills. Core Curriculum Component: None Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) DST334 Statistical Modeling 4 Semester Credits Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships among quantitative response variables and categorical predictor variables. This course includes several small group projects culminating with a final group project. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); DST234(Introduction to Data Science (and R)); DST164(Introduction to Statistics (with R)) DST374 Mathematical Statistics 4 Semester Credits Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals, hypothesis testing, and linear regression/ANOVA. Includes an introduction to advanced topics such as experimental design, resampling techniques, Bayesian theory, and nonparametric methods. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MAT373(Probability Theory) DST394 62 Topics in Statistics 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics), MAT373(Probability Theory); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II) DST395 Topics in Data Science 4 Semester Credits Study of an advanced topic in Data Science. Core Curriculum Component: None Prerequisite(s): DST234(Introduction to Data Science (and R)) DST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST399 Internship 4 Semester Credits 63 Core Curriculum Component: Augsburg Experience Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST475 Machine Learning 4 Semester Credits Concepts of machine learning with an emphasis on the theoretical understanding of machine learning algorithms and their application to real-world data. Topics include supervised and unsupervised algorithms and meta-learning, including linear regression, logistic regression, nearest neighbor models, k-means clustering, support vector machines, decision trees and forests, boosting, bagging, and artificial neural networks. Techniques for evaluating model performance and estimating future performance are covered. Core Curriculum Component: Keystone Prerequisite(s): 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); 1 of All of CSC165(Introduction to Computer Programming (Python)), DST164(Introduction to Statistics (with R)); DST234(Introduction to Data Science (and R)); MAT145(Calculus I) DST490 Data Visualization for Social Justice 4 Semester Credits Advanced statistical programming with R to construct data visualization from datasets involving social justice implications. Course content will include regular reflection on ethics and vocation in data science with team and individual applied projects. Core Curriculum Component: Keystone Prerequisite(s): DST234(Introduction to Data Science (and R)) DST499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of DST314(Programming for Data Science), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST475(Machine Learning), DST490(Data Visualization for Social Justice); DST234(Introduction to Data Science (and R)) ECO – Economics ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. 64 Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 65 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 66 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits 67 Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS – Continuing Education ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS509CE Paideia: Guided Reading for Great Ideas 2 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to 68 interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE Paideia: Advancing Student Learning Through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Onsite Training 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- variable credit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 4 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content 69 standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC cont ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS590CE Topics Grad Edu, General and TPT Cont Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1stand2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS598CE Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS599CE Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC – Education EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own 70 desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC200 Critical Histories and Philosophies of Education 3 Semester Credits As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies. Together, these perspectives come together to support students in developing a critical consciousness of the complex pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society. Through a required field experience, students will be asked to understand the pathways and barriers to education, examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC201 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None 71 EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC295 Topics in Education 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: None Prerequisite(s): None EDC353 International Education 3 Semester Credits 72 This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC375 Learners with Dis/abilities 3 Semester Credits The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special focus on the needs of students with disabilities in the K-12 setting. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC481 Student Teaching: Initial License for Undergraduate Students 10 Semester Credits Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH(Student Teaching Approval) EDC482 Student Teaching: Additional License or Endorsement 4 Semester Credits Supervised classroom experience for candidates seeking an initial endorsement, additional endorsement, or additional license. Required for additional licensure or endorsement. Core Curriculum Component: Augsburg Experience 73 Prerequisite(s): STUTEACH(Student Teaching Approval) EDC484 Student Teaching: Initial License - Extended Experience (16 weeks) 12 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience) EDC485 Student Teaching: Initial License for Graduate Students 4 Semester Credits Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure. Core Curriculum Component: None Prerequisite(s): STUTEACH(Student Teaching Approval) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits 74 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC502 Critical Histories and Philosophies of Education 3 Semester Credits As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies. Together, these perspectives come together to support students in developing a critical consciousness of the complex pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society. Through a required field experience, students will be asked to understand the pathways and barriers to education, examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society. Core Curriculum Component: None Prerequisite(s): None EDC511 Tools of Inquiry 3 Semester Credits This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools employed to inform practice and improve programs. This course is specifically designed to assist educators and community members in how to select appropriate tools and methods for improving practice and for program evaluation. Core Curriculum Component: None Prerequisite(s): None EDC512 Foundations of Curriculum and Instruction 3 Semester Credits In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum, and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group project that focuses on practicing integrated curriculum through a social action curriculum project. Core Curriculum Component: None Prerequisite(s): None EDC521 Teaching Writing: Theory and Practice 4 Semester Credits Teaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is interested in the study of writing. 75 Core Curriculum Component: None Prerequisite(s): None EDC530 Advanced Technology Integration 3 Semester Credits Advanced Technology Integration focuses on building learners’ knowledge of technology through developing a techintegrated product of your own design. The course guides you from initial project concept through implementation, informed by multiple rounds of feedback, resources, and instruction. Core Curriculum Component: None Prerequisite(s): None EDC531 Online Pedagogies 3 Semester Credits This course provides a theoretical and practical examination of online teaching pedagogies. Students will be exposed to a variety of learning platforms and discuss meaningful applications of online learning technologies and techniques to be used across educational settings. Core Curriculum Component: None Prerequisite(s): None EDC532 Digital Empowerment and Engagement in Education 3 Semester Credits This course examines the theoretical framework of digital equity, identifies pedagogical approaches, and strategies instructional solutions that provide equitable access and engagement to all learners. The participants will scrutinize the structural causes of digital inequality and leverage technology in advocating equity, diversity, and inclusion in education. Participants will also develop skills and knowledge to promote digital equity through specific instructional strategies. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: None Prerequisite(s): None EDC541 Introduction to Experiential Education 3 Semester Credits 76 An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education curriculum. The course provides theoretical, historical, and practical contexts for experiential education. Core Curriculum Component: None Prerequisite(s): None EDC542 Introduction to Outdoor Education 3 Semester Credits A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education programming into various educational communities. Core Curriculum Component: None Prerequisite(s): None EDC543 Critical Geography, Culture, and EcoJustice Education 3 Semester Credits Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological crisis and its relationship to community and school education. What assumptions about human relationships to the natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it mean to envisage ecological understanding? Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Dis/abilities 3 Semester Credits The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special focus on the needs of students with disabilities in the K-12 setting. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC552 Culturally Responsive Pedagogy 3 Semester Credits This course will guide students to develop a foundational understanding of culturally relevant and responsive pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power, language, and school/social implications of multicultural education. Core Curriculum Component: None 77 Prerequisite(s): None EDC560 Issues in In/Equity 3 Semester Credits This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces. Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture, and society. Core Curriculum Component: None Prerequisite(s): None EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of "who am I as a leader". Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC571 Navigating Change in Education 3 Semester Credits This course explores the situational politics of local schools, organizations, or other work spaces. The course provides historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on exploring various forms of agency and tools for engaging others in collaborative work toward change. Core Curriculum Component: None Prerequisite(s): None EDC580 School and Society 78 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC585 Navigating the Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC590 Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None 79 Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC596 Early Career Teacher Seminar 3 Semester Credits This seminar course is designed to serve as a bridge between a teacher certification program and the first years of teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom community that empowers teachers in our shared struggles and successes to thrive within our profession. This course centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by readings and problems of practice. Core Curriculum Component: None Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks)) EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDU – Education EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) 80 Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDU499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU599 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EED – Education EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 81 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED314 Transcultural Literacies: An Introduction to Language and Literacy 3 Semester Credits Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global development of written signs and symbols; how people learn to write and read; and how literacy learning and expression may contribute to democratic practices and community health and well-being. Finally, students will consider how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire. Core Curriculum Component: None 82 Prerequisite(s): EDC200(Critical Histories and Philosophies of Education) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience 83 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED370 K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms 3 Semester Credits Critical examination and preparation of materials and resources for teaching K-6 social studies. Students will engage in concepts, knowledge and instructional methods and methodologies for decolonizing curriculum and classrooms. Through an interdisciplinary approach to teaching social studies, students are exposed to critical social and human science methods for exploring, connecting, teaching and decolonizing concepts such as government, culture, citizen, economics, geography, history, justice, people and decision-making, for example. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 84 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED425 K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom 3 Semester Credits This course builds upon prior language and literacy study in the Elementary and English as a Second Language coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards connect to research in the discipline and apply research-based practical approaches to their curriculum planning and instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu), EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) EED495 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None 85 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED524 Transcultural Literacies: An Introduction to Language and Literacy 3 Semester Credits Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global development of written signs and symbols; how people learn to write and read; and how literacy learning and expression may contribute to democratic practices and community health and well-being. Finally, students will consider how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom 3 Semester Credits This course builds upon prior language and literacy study in the Elementary and English as a Second Language coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards connect to research in the discipline and apply research-based practical approaches to their curriculum planning and instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu), EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED550 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) 86 EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL – English ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Effective Writing I 4 Semester Credits This course engages students in university writing practices and introduces them to academic genres. Students develop skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While practicing common academic genres such as narrative and exposition, students learn to understand writing as a process that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other students in peer-review sessions. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing II 4 Semester Credits Students practice understanding complex arguments in written texts and learn to craft complex written arguments of their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes 87 drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other students in peer-review sessions. Core Curriculum Component: None Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level) ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Critical and Analytical Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 88 4 Semester Credits This course introduces students to the process of creative writing in various genres, emphasizing creative nonfiction, poetry, and short fiction. It may also include elements of journaling, playwriting, or screenwriting. Students will read published work, participate in workshops with their peers, and practice pre-writing, drafting, and revision. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL230 Literatures of Identity, Power, and Resistance 4 Semester Credits This course explores the representational strategies of authors and artists who engage difference, identity, and the engendered relationships of power . Although the emphasis is primarily on contemporary texts, the course also considers those who had to forge autoethnographic engagement with dominant cultural representations of the past. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL240 Foundations of Literary and Cultural Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL265 Readings in British Literature 4 Semester Credits A selective survey of British poetry, fiction, and creative non-fiction. Subject changes based on instructor interest. 89 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL275 Readings in American Literature 4 Semester Credits A selective survey of American poetry, fiction, and creative non-fiction. Subject changes based on instructor interest. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL285 Readings in International and Cross-Cultural Literature 4 Semester Credits A selective survey of international and cross cultural fiction, poetry, drama, and criticism. The material will be board sourced or regionally focused based on instructor interest. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Writing Fiction 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL322 Writing Poetry 4 Semester Credits 90 Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL324 Writing Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL330 91 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None 92 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL340 Advanced Topics in Creative Writing 4 Semester Credits An advanced topics course covering a variety of creative writing styles and concerns. The topic each term will vary according to instructor interest. Core Curriculum Component: None Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL328(Screenwriting) ENL344 Topics in Professional Writing 4 Semester Credits Topics may include Business Communication; Leadership Communication; Technical Writing; Grant Writing and Proposals; Writing in Organizational Settings. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL223(Writing for Business and the Professions), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL350 African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits In this course, students will read, discuss, analyze, and write about poems from the early twentieth century through today. The class covers various poetic schools, movements, and experiments, and emphasizes the ways in which poets respond to each other, their personal and artistic history, and their current socio-political moment. Core Curriculum Component: None 93 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL357 The American Novel 4 Semester Credits Though the focus on this course varies according to each instructor, the class centers on the development of the American novel and pays particular attention to how writers engage with each other across the centuries. Topics may include: 19th-century American literature, the novel of the American West, 20th-century literature, or contemporary experimentation, among others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL359 Radical Ideas in American Literature 4 Semester Credits Examines the strains of radical thinking in American literature from the puritans to post-modern times. The course covers a variety of moments in American history, exploring themes and echoes that run across the centuries. Emphasis varies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None 94 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Postcolonial Theory and Literature 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL372 Reading the Body 4 Semester Credits How do writers describe what it's like to inhabit a body? And how do they describe the bodies of others? This course looks at ways that language can be used to construct ideas about the body and the limits of language as it tries to grapple with what it means to be embodied. We'll examine how literature about bodies reinforces or challenges ideas about gender, gender identity, race, sexuality, and ability. The class integrates feminist, queer, and disability theories; privileges texts by trans and cis women, as well as nonbinary folk; and is cross-listed with Gender, Sexuality and Women's Studies. Topics may include: queer literature, feminist memoir, women and fiction, reading race, and the body poetic. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL375 95 Imagining the Future 4 Semester Credits Readings in this class fall within the genre of speculative fiction: stories that imagine what the future might hold, asking “what if?” In these unreal settings, authors expose very real oppressions in society. By temporarily transporting ourselves away from our present moment, readers can actively imagine what better futures might be possible if we commit to their emergence. Readings in this class will explore both dystopias and utopias, and could include examples of Afrofuturism, Indigenous Futurisms, Latinx Futurism, Cyberpunk, Magical Realism, Climate Fiction, and more. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL394 Teaching Writing: Theory and Practice 4 Semester Credits This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to teach writing and/or who is interested in the study of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL395 Topics 4 Semester Credits Individual courses designed to investigate specific themes, movements, authors, or works. Core Curriculum Component: None Prerequisite(s): None ENL396 Internship in Teaching Writing 96 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL400 Advanced Topics in Literature and Writing 4 Semester Credits This senior seminar serves as a culmination of student learning within the English major, offering opportunities to read, write, create, and in other ways articulate literary visions and interpretations. Students will practice tenets of literary theory, aesthetic appreciation, cognitive development, linguistic understanding, and creative expression. Themes and topics for this course will vary to reflect the expertise and passions of individual faculty members. Each student will complete a substantial project of their own choosing, assisted in this process by faculty guidance and peer feedback. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL326(Playwriting II), ENL328(Screenwriting), ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL340(Advanced Topics in Creative Writing), ENL344(Topics in Professional Writing), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL357(The American Novel), ENL358(Readings in American Drama), ENL359(Radical Ideas in American Literature), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL372(Reading the Body), ENL375(Imagining 97 the Future), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice), ENL395(Topics), ENL396(Internship in Teaching Writing) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): None ENL527 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None Prerequisite(s): None ENL528 Publishing II 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL531 98 Residency in Creative Writing: Fiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL532 Residency in Creative Writing: Nonfiction 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL533 Residency in Creative Writing: Poetry 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL534 Residency in Creative Writing: Screenwriting 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None 99 Prerequisite(s): None ENL535 Residency in Creative Writing: Playwriting 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL536 Residency in Creative Writing: Multi-Genre 6 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL541 Mentorship and Critical and Creative Reading: Fiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL542 Mentorship and Critical and Creative Reading: Nonfiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by 100 writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL543 Mentorship and Critical and Creative Reading: Poetry 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL544 Mentorship and Critical and Creative Reading: Screenwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL545 Mentorship and Critical and Creative Reading: Playwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL546 Mentorship and Critical and Creative Reading: Multi-Genre 6 Semester Credits 101 Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL547 Craft Paper: Fiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL548 Craft Paper: Nonfiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL549 Craft Paper: Poetry 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL550 Craft Paper: Screenwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None 102 ENL551 Craft Paper: Playwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL552 Craft Paper: Multi-Genre 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL553 Thesis: Fiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required* ENL554 Thesis: Nonfiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required* ENL555 Thesis: Poetry 103 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required* ENL556 Thesis: Screenwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required* ENL557 Thesis: Playwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required* ENL558 Thesis: Multi-Genre 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required* 104 ENL559 Thesis 3 Semester Credits Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis: Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre) ENL560 Craft Paper 3 Semester Credits In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and can later be used as the basis for the craft talk that graduating students must deliver during their final residency. Core Curriculum Component: None Prerequisite(s): None ENL561 Mentorship and Critical and Creative Reading - Half-time: Fiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None 105 ENL563 Mentorship and Critical and Creative Reading - Half-time: Poetry 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL565 Mentorship and Critical and Creative Reading - Half-time: Playwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. 106 Core Curriculum Component: None Prerequisite(s): None ENT – Entrepreneurial Studies ENT254 Entrepreneurship 4 Semester Credits This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing organization. Part of the class consists of developing a business plan with attention to the resources needed for success and fostering a culture of innovation in the long run. Core Curriculum Component: None Prerequisite(s): None ENT354 Managing Innovation and Design Thinking 4 Semester Credits Innovation and creativity are critical components to the long-term success of organizations. The course will focus on learning to integrate innovation models and design thinking into business that will drive continuous development and improvement. Core Curriculum Component: None Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs), BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship) ENV – Environmental Studies ENV100 Environmental Connections 4 Semester Credits An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV296 107 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV301 Environmental Studies Seminar 0.5 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV310 Environmental Studies Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand environmental issues in the United States or various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change) ENV320 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Concurrent registration in ENV320L is required. Core Curriculum Component: None Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity) ENV320L Environmental Science Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required* ENV330 Topics in Environmental Studies 4 Semester Credits Exploration and analysis of various environmental topics. Core Curriculum Component: None Prerequisite(s): None 108 ENV340 Climate and Environmental Justice 4 Semester Credits In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and extreme social marginalization of indigenous peoples and poor peoples of color. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV350 Ecology and Socio-Ecological Systems Change 4 Semester Credits This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those involving people, cultures, politics, and economy in a comprehensive, integral framework. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV360 Field Research Methods and Investigation 4 Semester Credits The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and improve human decision-making in socio-ecological systems. This course is designed to help students develop the capacity for constant and consistent ecological thinking. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV370 Environmentalism and the Arts: Building a Sustainable Humanities 4 Semester Credits This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not only suggests that art and literature have something to say about environmental sustainability, but also that cultural and artistic expressions are themselves something that need to be sustained. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections) ENV396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV397 109 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV420 Conservation Biology 4 Semester Credits This course will focus on the scientific foundations of biological conservation. Students will explore major threats to ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of people and nature. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity) ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. 110 Core Curriculum Component: Keystone Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE – Education ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 111 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE325 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 112 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. 113 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 114 ESE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, 115 different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESL – Education ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. 116 Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) ESL489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESL490 Language, Culture, and Schools 117 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: Keystone Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESL510 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits 118 This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FAR – Farsi FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIN – Finance FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN399 Internship 4 Semester Credits 119 Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. Core Curriculum Component: None Prerequisite(s): FIN331(Financial Management) FLM – Film FLM110 Film Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None FLM124 Monster Movies 4 Semester Credits 120 Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM195 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM216 Film Production I 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits 121 Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM251 Mexican Cinema: Past and Present 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: Augsburg Experience Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM296 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 122 Film Production II 4 Semester Credits This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM348 Intermediate Video Production 4 Semester Credits This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM372 Producing for Film and Television 4 Semester Credits This course investigates the role of the producer in film and television: to create, organize, and manage productions. Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day activities, legal and rights management, to marketing and distributing the finished work. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM397 Internship 2 Semester Credits 123 Core Curriculum Component: Augsburg Experience Prerequisite(s): None FLM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Junior of senior standing required Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 124 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE – French FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. 125 Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 French Civilization Today 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 126 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): FRE212(Intermediate French II) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits Core Curriculum Component: None 127 Prerequisite(s): None FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER – German GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 128 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities 129 Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): GER212(Intermediate German II) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) 130 GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST – General Studies GST009 Augsburg Experience Internship 0 Semester Credits A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST108 AVID Elective 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Integrated Studies 4 Semester Credits This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This course may not be taken by students who have completed 28 credits. Core Curriculum Component: None Prerequisite(s): None GST195 Topics 2 Semester Credits 131 Core Curriculum Component: None Prerequisite(s): None GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Semimar 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST458 Mayo Innovation Scholars Program 2 Semester Credits Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details. Core Curriculum Component: None Prerequisite(s): CONSENT(Application to program required) HIS – History HIS101 The World of Late Antiquity 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None 132 HIS103 A Global History of Europe Since 1750 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 Decolonizing Asia and Africa 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 Colonizing a Continent and Creating Nations: North America to 1815 4 Semester Credits A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, and the creation of the United States. Core Curriculum Component: Humanities Prerequisite(s): None HIS121 An Empire for Liberty: U.S. History To 1877 4 Semester Credits A survey of the relations between Indigenous, European, and African peoples and their descendants in what became the United States, up to 1877. Themes include massive ecological and demographic change, Indigenous resistance to colonization, the enslavement of African Americans, the creation of the United States, industrialization, continental expansion, reform movements, and the Civil War and its aftermath. The course will also introduce historical thinking and methods. Core Curriculum Component: Humanities Prerequisite(s): None HIS122 Gender, Race, Class and Democracy in the Modern U.S. 4 Semester Credits A survey of United States history from 1877 to the present. The course will move topically as well as chronologically through the years in which the United States came to global prominence despite internal dissent and violence. Special attention will be paid to gender, race, and class and ongoing struggles over the meaning of democracy. The course will introduce historical thinking and methods. Core Curriculum Component: Humanities 133 Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS150 Revolutions, Republics, and Resilience in Latin America 4 Semester Credits This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social interactions, political institutions, and economic development as well as the relations that diverse Latin American nations and peoples shared with the United States. Special attention will be paid to independence movements, liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the Latinx diaspora. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS156 The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement? 4 Semester Credits This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical references and their respective usefulness in understanding change and continuity over time, specifically between the 1979 Revolution and the current political crisis of Nicaragua. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 Modern South Asia 4 Semester Credits 134 This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: Humanities Prerequisite(s): None HIS170 Food: A Global History 4 Semester Credits This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular groups. In short, food is at the center of human existence, and human history can be told as a story of how food has been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production, trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.) Core Curriculum Component: Humanities Prerequisite(s): None HIS186 Topics in Asian History 4 Semester Credits Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS187 Topics in African History 4 Semester Credits Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS188 Topics in Latin American History 4 Semester Credits Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None 135 HIS189 Topics in North American History 4 Semester Credits Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS190 Topics in European History 4 Semester Credits Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS195 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS197 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS200 Why History Matters 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. 136 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Making Minnesota: People, Power, and Place 4 Semester Credits An exploration of the social, political, environmental, cultural, and economic history of Minnesota and the Upper Midwest. Core Curriculum Component: Humanities Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities 137 Prerequisite(s): None HIS243 Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS282 Women and Gender in U.S. History since 1848 4 Semester Credits This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS300 Doing History in Public 4 Semester Credits Public history is the practice of historical methods with non-academic audiences in mind. This course explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 138 HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS316 Nature, Cities, and Justice: U.S. Urban Environmental History 4 Semester Credits This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, environmental health and the human body, and the relationships shared by American culture with nature. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of China as a world power. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS331 Topics in United States History 4 Semester Credits 139 In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS332 The U.S. in the World: Diplomacy, Foreign Policy, and International Relations 4 Semester Credits U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift from a unipolar to a multipolar world order. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS335 Cities and Suburbs in the Modern United States 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS336 Business, Labor, Capitalism, and the American Dream 4 Semester Credits What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of workers and businesses in broad economic context from the end of the nineteenth century to today. Students will deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS338 History of American Law 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 140 HIS343 Empires and Borderlands in North America 4 Semester Credits This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers, the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders with Mexico, Canada, and the Pacific World. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS348 Russia and the Soviet Union 4 Semester Credits Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Revolutions, Republics, and Resilience in Latin America 4 Semester Credits This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social interactions, political institutions, and economic development as well as the relations that diverse Latin American 141 nations and peoples shared with the United States. Special attention will be paid to independence movements, liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the Latinx diaspora. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary Germans," including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS354 Cultures of Empire: A Multinational Britain 4 Semester Credits This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS355 In the Aftermath of War: History, Memory and Transitional Justice in Central America 4 Semester Credits The objective of this course is to analyze the use of history and memory during the transition from war to peace in Central America. The course will address the case of Guatemala, focusing on the social and political events that took place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples conceptualization of memory, justice, reparation, and peace. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities 142 Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS361 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS362 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS368 Modern Middle East 4 Semester Credits This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late 18th century until the present. Core Curriculum Component: None 143 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS370 The Late Middle Ages to 1648 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS374 War and Religion in the Medieval Context 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS378 Pilgrims, Popes, and Penance: History of the Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 144 HIS386 Topics in Asian History 4 Semester Credits Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS387 Topics in African History 4 Semester Credits Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS388 Topics in Latin American History 4 Semester Credits Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS389 Topics in North American History 4 Semester Credits Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS390 Topics in European History 4 Semester Credits Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None 145 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS400 Research Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS474 Europe and the World 4 Semester Credits Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and the breakdown of these imperial systems in the 20th century. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS497 146 INCE Museum Fellows Program 4 Semester Credits This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is followed in the spring by a one-semester, paid external internship. Students are placed with external partners who identify as museums or cultural institutions. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) HIS498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HMO – Hmong HMO111 Beginning Hmong I 4 Semester Credits An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None HMO112 Beginning Hmong II 4 Semester Credits An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): HMO111(Beginning Hmong I) HPE – Health, Physical Education and Exercise Science HPE104 147 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) Core Curriculum Component: None Prerequisite(s): None HPE150 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE203 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training) HPE203L Human Anatomy and Physiology Lab 0 Semester Credits 148 Core Curriculum Component: None Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required* HPE214 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE282 Sport Psychology 2 Semester Credits This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health and fitness industry. 149 Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training) HPE303 Advanced Human Anatomy and Physiology 4 Semester Credits A detailed investigation into the structures and associated functions of the body. This course will provide a comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), HPE203(Human Anatomy and Physiology) HPE303L Advanced Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE303(Concurrent enrollment in HPE303) *concurrent registration is required* HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* 150 HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE321 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. Core Curriculum Component: None Prerequisite(s): None HPE324 K-6 Physical Education Games and Activities 4 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training) HPE334 7-12 Sport Skills and Activities 4 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training) HPE335 151 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training) HPE340 Organization and Administration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Concurrent registration in HPE350L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) HPE350L Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE357 Research Methods and Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) 152 HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE370 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. Concurrent registration in HPE370L is required. Core Curriculum Component: None Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education) HPE370L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE370(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits 153 Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE404 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training) HPE410 154 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE451 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Concurrent registration in HPE451L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE451L Physiology of Exercise Lab 0 Semester Credits Lab to be taken concurrently with HPE451. Core Curriculum Component: None Prerequisite(s): HPE451(Physiology of Exercise) *concurrent registration is required* HPE452 Advanced Biomechanics 2 Semester Credits This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion analysis software and applied to physical education and health and fitness professions; particularly in terms of sports movement technique, common sports injury mechanisms, and injury prevention. Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) HPE473 155 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM – Humanities HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 156 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to 1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS – Interdisciplinary Studies INS198 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 157 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS222 The Nobel Laureates: Religious and Political Perspectives 4 Semester Credits Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or can be taken concurrently). Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception) *concurrent registration is acceptable* INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits 158 Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education,Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits 159 This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Understanding the Northern Ireland Conflict 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS327 Environment and Agriculture: Agroecosystems in Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS328 Justice and the US Food System 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS330 Arts Praxis: Social Justice Theory and Practice in the Field 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Art and Culture in Political, Social and Historical Context 4 Semester Credits 160 Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS334 From Consumers to Creators 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS335 Digital Laboratory 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability, Ecology, and New Zealand Environmental Policy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS349 Maori Perspectives, Pluralism, and National Identity 4 Semester Credits Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Core Curriculum Component: None Prerequisite(s): None INS351 Social Dimensions of Environmental Change 4 Semester Credits 161 Core Curriculum Component: None Prerequisite(s): None INS352 Field Research Methods and Investigation 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS353 Adaptive Ecosystem Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Workshop in Fiction, Poetry, and Creative Nonfiction 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Creative Writing in Political, Social, and Historical Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Inequality in America: A Political Economy Approach 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Political Sociology of Building Power, Change, and Equity 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. 162 Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS369 Politics and Development in Ecuador 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 Challenges of Globalization and Mass Migration in Scandinavia 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 The Scandinavian Welfare States 4 Semester Credits Core Curriculum Component: None 163 Prerequisite(s): None INS387 Integration Seminar: Advanced Internship: Theory and Practice 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS391 Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement 6 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None 164 INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY – Keystone KEY470 165 The Enterprising Musician 2 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for music professionals in all areas of music. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills, and financial literacy. Core Curriculum Component: Keystone Prerequisite(s): MUS214(Music Theory and Aural Skills IV), MUS362(Musical Philosophy) KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT – Latin LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 1 Prerequisite(s): None LAT102 Beginning Latin II 166 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 2 Prerequisite(s): LAT101(Beginning Latin I) LIB – Library LIB130 Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth 2 Semester Credits This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens. Students will learn how information is created, packaged, and disseminated; how authority is constructed and conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also consider their own role in the creation and dissemination of information as well as barriers to participating in the scholarly conversation. Core Curriculum Component: None Prerequisite(s): None LST – Leadership Studies LST194 Topics: (non-credit) 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST205 Introduction to Leadership Studies 4 Semester Credits This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership theories, their definitions, and their theoretical strengths and weaknesses. Core Curriculum Component: None Prerequisite(s): None LST294 167 Topics: (non-credit) 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) LST296 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST485 Capstone: Integrating the Theory and Practice of Responsible Leadership 4 Semester Credits This seminar is designed to provide a culminating learning experience for Leadership Studies Minor candidates who have completed all other program requirements. Candidates for program completion will deepen their understanding of major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, and how leadership is manifest in practice. These goals will be accomplished by participation in the seminar and applied leadership experience. This integration and synthesis of learning will be demonstrated through critical reading and reflective writing, in-class dialogue, and the development of a leadership portfolio. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Program Director), LST205(Introduction to Leadership Studies) LST495 Topics 168 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT – Mathematics MAT090 Prealgebra 3 Semester Credits A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT 090 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): None MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who have successfully completed MAT 106 may not register for credit. Core Curriculum Component: None Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) MAT106 Applied Algebra and Trigonometry 4 Semester Credits Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have successfully completed MAT 105 may not register for credit. Core Curriculum Component: None Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) MAT110 169 Finite Mathematics 4 Semester Credits Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business, economics, and social science, with an emphasis on developing quantitative skills needed for further study in those areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets, counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group 3) MAT111 Mathematics in Society 4 Semester Credits Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics (MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group 3) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of C- or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent registration is required* MAT145 Calculus I 170 4 Semester Credits Concepts of calculus focusing on differentiation and an introduction to integration. Topics include derivatives, their interpretations and their applications, and the Fundamental Theorem of Calculus. Concurrent enrollment in MAT145L is required. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT145L Calculus I Lab 0 Semester Credits Applications of Precalculus and Calculus I concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric. Concurrent enrollment in MAT145 is required. Core Curriculum Component: None Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required* MAT146 Calculus II 4 Semester Credits Concepts of calculus focusing on integration. Topics include limits, techniques of integration, applications of integrals, differential equations, sequences, and infinite series. Concurrent enrollment in MAT146L is required. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT146L Calculus II Lab 0 Semester Credits Applications of Calculus I-II concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric . Concurrent enrollment in MAT146 is required. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) *concurrent registration is required* MAT163 Introductory Statistics 4 Semester Credits Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals, hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163. Core Curriculum Component: Natural Sciences and Mathematics 171 Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus any theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT202 Discrete Mathematics for Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT302 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving for Business) MAT204 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, and algebra with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary school teachers and Special Education teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable* MAT205 Mathematics for Elementary Teachers II 172 4 Semester Credits Concepts of algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable* MAT255 Multivariable Calculus 4 Semester Credits Concepts of multivariable and vector calculus including functions of several variables, 3D surfaces, partial derivatives, multiple integrals, vectors and the gradient, parametric representations, polar and other coordinate systems, and vector calculus. Students who have received transfer credit for MAT 145 are advised to take MAT 146 before MAT 255. Students intending to take MAT 145, MAT 146, and MAT 255 are encouraged to take the courses in that order. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT302 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT315 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Applications, numerical approximations, and the use of vectors and matrices to store and manipulate data. Core Curriculum Component: None Prerequisite(s): 1 of DST234(Introduction to Data Science (and R)), MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT145(Calculus I) MAT325 History of Mathematics 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) 173 MAT335 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT350 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) MAT360 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT146(Calculus II) MAT370 Real Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT146(Calculus II) MAT373 Probability Theory 4 Semester Credits Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of random processes, expectation, moment generating functions, and the Central Limit Theorem. Core Curriculum Component: None 174 Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT146(Calculus II) MAT380 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of MAT246(Linear Algebra), MAT315(Linear Algebra) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT255(Multivariable Calculus), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra), MAT325(History of Mathematics), MAT335(Exploring Geometry) MAT396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT398 Internship 2 Semester Credits 175 Core Curriculum Component: None Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT455 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT146(Calculus II) MAT465 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits 176 Core Curriculum Component: None Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics), MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in Biological and Natural Sciences); CONSENT(Consent of Instructor) MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics), MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in Biological and Natural Sciences); CONSENT(Consent of Instructor) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics), MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in Biological and Natural Sciences); CONSENT(Consent of Instructor) MBA – Master of Business Administration MBA510 Applied Managerial Economics 3 Semester Credits Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 177 3 Semester Credits This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal decision-makers use accounting information both to make decisions and to evaluate results of those decisions. Managerial Accounting focuses on the development, interpretation, and application of accounting information for managerial decision-making. The course stresses the use of financial and non-financial information within a variety of organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages between accounting information and management planning through cost analysis, operational and capital budgeting and performance measurement. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Business Managers need to understand the fundamentals of financial management for optimal decision making. This course covers the major topics in Finance that a business manager is likely to come across. The course begins with an introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return, security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None Prerequisite(s): None MBA535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None 178 Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically, and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 Organizational Behavior 3 Semester Credits In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and development in business and industry, including the conceptual integration and application of these theories. We will often challenge the traditional assumptions of management by discussing current management and organization behavior theories, innovations, trends, and the issues faced by today’s managers. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits 179 Apply analytical thinking to a variety of business problems and understand the need for analytical models for business decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics: Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA571 Business Analytics 3 Semester Credits Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to make decisions regarding product design, marketing, organization structure and strategic planning. This course will help prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data sets. Students will be able to interpret and present data visually using tableau. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers) MBA572 Data Programming 3 Semester Credits This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government, social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional demonstration of basic computer programming. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics) MBA573 Predictive Analytics 3 Semester Credits This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data to make predictions about future or otherwise unknown events. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data Programming) MBA580 Management Consulting Project 3 Semester Credits MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of your graduate business education in a summative project. The projects include strategic planning, business plans, marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your MBA program learning to an actual business organization with real issues and opportunities involving multiple functions. 180 Field Study teams of four to five students will work as management consultants on comprehensive projects for local businesses or community organizations. Core Curriculum Component: None Prerequisite(s): None MBA583 Entrepreneurship: Execution, Planning and Strategy 3 Semester Credits This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): MBA595(Strategic Management) MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in the next three courses. Core Curriculum Component: None Prerequisite(s): None MBA595 Strategic Management 3 Semester Credits We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly. These organizations continually adapt to new circumstances, usually coordinating change in a variety of different functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. Student learning experience two is embedded in this course using a business simulation. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits 181 Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and completion of the quantitative courses. Core Curriculum Component: None Prerequisite(s): None MCN – McNair Program MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MDC – Minnesota Department of Corrections Program MDC094CE Everyday Mathematics 4 Semester Credits IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an 182 introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent). Core Curriculum Component: None Prerequisite(s): None MDC101CE Lifetime Fitness and Wellness 2 Semester Credits IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical, intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer, and other diseases will also be discussed. This course may be used to fulfill both the health and physical education requirements for the A.A. degree. Core Curriculum Component: None Prerequisite(s): None MDC102CE Mathematical Thinking 4 Semester Credits IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate and defend solutions and decisions. Core Curriculum Component: None Prerequisite(s): None MDC103CE World Civilizations Since 1500 4 Semester Credits IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title changed from World Civilization II and The Modern World) Core Curriculum Component: None Prerequisite(s): None MDC104CE College Level Mathematics - Specter 4 Semester Credits IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions, inverse relations, function operations, complex numbers, and systems of equations. Core Curriculum Component: None 183 Prerequisite(s): None MDC105CE Introduction to Psychology 4 Semester Credits IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical and experimental findings and applications. Topics include research methodology, the nervous system, perception, cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their treatment, attitudes, social influence and growth processes. Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures, styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation. Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied. Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology (with Lab) 4 Semester Credits IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies to the succession of plants and animals evidenced in the fossil record and the processes which have altered the character of the Earth's continents and oceans through time. Core Curriculum Component: None Prerequisite(s): None MDC1101CE Introduction to Political Science 3 Semester Credits IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and methods in Political Science with an emphasis on political ideologies, political behavior, comparative government, international relations (including causes of war and peace) and relevant social science theory. The course also will examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and non-democratic governments. Core Curriculum Component: None Prerequisite(s): None MDC1102CE Beginning Spanish II 3 Semester Credits 184 IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and sensitivity are important aspects of this language course. Core Curriculum Component: None Prerequisite(s): None MDC1103CE Physical Geology (with Lab) 4 Semester Credits IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that have formed, altered, and transformed the Earth’s surface. Core Curriculum Component: None Prerequisite(s): None MDC1107CE Art from Renaissance to Present 3 Semester Credits IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture, architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will be studied. Core Curriculum Component: None Prerequisite(s): None MDC110CE Small Business, Start-Up 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC1111CE Beginning Spanish I 5 Semester Credits IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the Spanish-speaking countries are introduced to develop cultural understanding and sensitivity. Core Curriculum Component: None Prerequisite(s): None MDC1112CE Ethics 3 Semester Credits 185 IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of these theories, addresses some current contentious topics. Core Curriculum Component: None Prerequisite(s): None MDC111CE Writing and Research Skills 4 Semester Credits IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC1125CE Creative Problem Solving 3 Semester Credits MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives. Students will study findings of current problem-solving research and apply them to ethical and international problems. The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics of problem-solving, hypothesis testing, and decision-making. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 3 Semester Credits IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and many other contexts in today's society. Students will learn about the different types of public speeches commonly encountered and learn how to research, organize and write their ideas into clear and understandable forms of public communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be required to speak and participate often and will also be required to present their speeches in a classroom setting with an audience of their peers and an instructor. Core Curriculum Component: None Prerequisite(s): None MDC1130CE Introduction to Biological Anthropology 3 Semester Credits IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is the study of our collective human origins. Students will accomplish this through three main areas: study of biological 186 evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral practices; and by examining hominid evolution from groups beginning four to five million years ago through today as they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications impact our evolution and environment today. Core Curriculum Component: None Prerequisite(s): None MDC1131CE Introduction to World Politics 3 Semester Credits IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related institutions and processes, public policies and social scientific theory while examining their own political values, experiences and behaviors. Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disciplines 2 Semester Credits IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) Emphasizes textual analysis of primary and secondary sources with focus on writing in students' academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None MDC1146CE Music in Film 3 Semester Credits IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 3 Semester Credits IHCC Equivalent: ENG 1114 The Research Paper (3 sem cr) Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. 187 Core Curriculum Component: None Prerequisite(s): None MDC1152CE Leadership Skills Development 3 Semester Credits IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers, and supervisors the opportunity to synthesize their individual and organizational potential. Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 3 Semester Credits IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history and problems of philosophy, such as theories of knowledge, reality, value and society. Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Sociology 4 Semester Credits IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American government, family, education, religion, and the economy. Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills in each area is presented, the student will develop a plan for implementation. The course will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control. Core Curriculum Component: None Prerequisite(s): None MDC1230CE Psychology of Death, Dying and Loss 3 Semester Credits 188 IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity to confront and explore personal attitudes and feelings. Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in the United States. We will cover the history of urban politics and development, the basic institutions and processes, major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the course, we will examine both how politics works within cities and regions as well as how state and federal policies have affected local governments over the past several decades. The emphasis will be on grasping the basics of local and regional government and politics, and on developing a critical perspective on cities and contemporary urban and regional problems. Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 4 Semester Credits IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of state legislatures, governors, courts, and political parties, including the nomination and election process of state and local officials. Overall the course emphasis will be on the Minnesota political system. Core Curriculum Component: None Prerequisite(s): None MDC129CE Mathematics for the Liberal Arts 3 Semester Credits IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic probability and normal distributions. Core Curriculum Component: None 189 Prerequisite(s): None MDC130CE Family and Society 3 Semester Credits IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship violence, resingling, and other relevant topics. Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government 3 Semester Credits IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the legislative, executive, and judicial branches. Core Curriculum Component: None Prerequisite(s): None MDC1400CE Energy, Environment and Climate 4 Semester Credits IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term trends, including global climate change. Climatology relative to the United States will be examined in the context of extreme weather and alternative energy source potential. Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 3 Semester Credits IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for this comparison of universals and particulars around the world, including larger concepts of identity, cultural manifestation, operation of institutions, and issues of inequality and globalization. Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 190 3 Semester Credits IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for this comparison of universals and particulars around the world, including larger concepts of identity, cultural manifestation, operation of institutions, and issues of inequality and globalization. Core Curriculum Component: None Prerequisite(s): None MDC152CE Beginning Acting 3 Semester Credits IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own unique voice, dramatic presence, and the power of connecting with others through story using the works of William Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity, exploring their voices, and expanding their imaginative and empathetic powers. Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE Educational Internship 3 Semester Credits IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5 lessons they actually executed with their tutees. Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business in Society 3 Semester Credits IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social 191 responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance, information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise. Core Curriculum Component: None Prerequisite(s): None MDC201CE Legal Environment of Business 3 Semester Credits IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and employment law. Core Curriculum Component: None Prerequisite(s): None MDC204CE History of Rock and Roll 3 Semester Credits IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to American experience. We will explore how we are influenced by it and how it influences music history. Core Curriculum Component: None Prerequisite(s): None MDC210CE Educational Psychology 4 Semester Credits (4 sem cr) This course applies basic psychological principles of human development and behavior to learning and teaching. The course begins with theoretical background on human development. We will examine and critique the works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of learning theories. The course then moves to a more specific application of these theories by examining pedagogical techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we attempt to reconcile theory and practice. Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the diversity of women’s experiences in terms of race, class, and sexual orientation. Core Curriculum Component: None 192 Prerequisite(s): None MDC222CE History of the United States Since 1865 4 Semester Credits IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American ethnic and cultural diversity. Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 3 Semester Credits IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with the emphasis on skills common to creative expression. Assists students in discovering and developing their own best medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.) Students will identify select portions of writing for small and/or large group presentation. Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 3 Semester Credits IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the organization. Emphasis is placed on developing more productive working relationships, and achieving desired results. Topics include: employer/employee relations, communication techniques, conflict management, work force diversity, and developing and managing effective teams, motivation, training, and development, talent management, developing leaders, and performance management. Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social power. Students will read a variety of essays about the ways in which language and social status intersect. They will also read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a series of writing assignments designed to help them explore the political power of language Core Curriculum Component: None Prerequisite(s): None MDC240CE 193 Introduction to Literature 4 Semester Credits IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and understanding poetry, drama, novels, short stories and creative nonfiction. Core Curriculum Component: None Prerequisite(s): None MDC241CE Introduction to Film 3 Semester Credits IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and criticism of the cinema and film industry. The relationship between form and content is basic to this course. Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire, Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism, Impressionism, and Existentialism. Covers primarily Western culture with some global culture added. Core Curriculum Component: None Prerequisite(s): None MDC251CE Environmental Science (with Lab) 4 Semester Credits IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab includes analysis of factors using the campus landscape. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 3 Semester Credits IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and examines the role of government, the marketing environment, consumer behavior and the marketing function within an enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The 194 course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship marketing, marketing information systems, etc. Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further research. Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further research. Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 3 Semester Credits IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we live and work in relationship with others and must communicate effectively with them to achieve our goals. This class helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends, and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in their relationships through active practice. Students will participate in multiple activities, both in and outside the classroom setting, to build their interpersonal communication skills. Core Curriculum Component: None Prerequisite(s): None MDC255CE Small Group Communication 3 Semester Credits IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to function in group settings. Students will apply small group communication theory in small, task-oriented groups and 195 develop presentation skills to showcase their understanding of what it means to be an effective group member. Evaluating the effectiveness of their own and others’ group communication behaviors is also required. Core Curriculum Component: None Prerequisite(s): None MDC256CE Religions and Society 3 Semester Credits IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities: Race, Class and Gender 3 Semester Credits IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism. Core Curriculum Component: None Prerequisite(s): None MIS – Management Information Systems MIS260 Problem Solving for Business 4 Semester Credits This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The course also covers other decision support and business analysis tools including Access and Tableau. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and 196 unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 197 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits This course is designed for business and economics majors with a focus on the techniques and examples from these disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting, analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics (types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business) MIS475 Systems Analysis and Design 4 Semester Credits Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce) MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. 198 Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT - Marketing MKT252 Principles of Marketing 4 Semester Credits Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and 199 Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing and communications. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT359 Digital Marketing 4 Semester Credits Digital marketing is all around us. This course will cover some of the major digital components in marketing campaigns, including websites, analytics, email, paid search, search engine optimization (SEO), and social media. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT450 Marketing Management 200 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues, development and implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course during their junior year. Core Curriculum Component: None Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications), MKT357(Advertising), MKT359(Digital Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) ML – Master of Arts in Leadership ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None 201 ML512 Leadership in the Community 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Evaluating Empirical Research 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity and Values: Keys to Authentic Leadership 3 Semester Credits Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make it reality. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits 202 Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML538 Communication Skills for Leadership 3 Semester Credits This course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. Students will perform communicative tasks in a variety of genres and will receive feedback on the effectiveness of their performances. Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML545 203 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML560 Cultural Competence and Effective Leadership 3 Semester Credits This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to 204 leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None ML577 Universal Responsibility and Leadership: A Central American Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML585 205 Leadership Capstone: Integrating Theory and Practice 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 206 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None MUE – Music MUE111 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 1 Semester Credits The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts 207 Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits 208 This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None 209 Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE311 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. Auditions are scheduled the first week of the fall semester or by contacting the director. 210 Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE312 Riverside Singers 1 Semester Credits The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE321 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE341 Concert Band 1 Semester Credits The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE343 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE494 Advanced Opera Workshop 211 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP – Music MUP111 Performance Study: Voice 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP122 Performance Study: Viola 212 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None 213 MUP132 Performance Study: Bassoon 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP134 Performance Study: Saxophone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. 214 Core Curriculum Component: None Prerequisite(s): None MUP136 Performance Study: Harpsichord 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP141 Performance Study: Trumpet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 215 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 1 Semester Credits 216 Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply). Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 2 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP191 Performance Study: Harp 1 Semester Credits 217 Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP192 Performance Study: Improvisation 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 218 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 1 Semester Credits 219 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 1 Semester Credits 220 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP336 Performance Study: Harpsichord 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 Performance Study: Horn 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 1 Semester Credits 221 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP352 Performance Study: Piano 1 Semester Credits 222 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 1 Semester Credits 223 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS – Music MUS105 Careers in Music Business 4 Semester Credits Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover the creative ways that musicians have formed businesses, study of successful individuals within the music business, and pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in the music industry. Core Curriculum Component: None Prerequisite(s): None MUS113 Music Theory and Aural Skills I 4 Semester Credits 224 Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing, reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through and beyond music. Core Curriculum Component: None Prerequisite(s): None MUS114 Music Theory and Aural Skills II 4 Semester Credits Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on developing a more refined understanding of the musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS130 Introduction to Music in the Fine Arts 4 Semester Credits E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): None MUS136 Class Piano 2 1 Semester Credits 225 This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS135(Class Piano 1) MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 4 Semester Credits In this course, students will engage in active music making and explore a variety of musical practices from within and outside their own experiences. Students will leave this course knowing how to further their own musical journey—as creators, consumers, and thinkers—recognizing that music is an ongoing and everyday part of life as a human being. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS162 Entrepreneurship for Creative Businesses 2 Semester Credits This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a creative passion into a career. Core Curriculum Component: None Prerequisite(s): None MUS205 Legal Issues in Music, Entertainment, and the Arts 4 Semester Credits This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, 226 trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS207 From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music 4 Semester Credits What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens of easily palatable and familiar sounds. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS213 Music Theory and Aural Skills III 4 Semester Credits Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of relevant musical works from a variety of musical traditions. Core Curriculum Component: None Prerequisite(s): MUS114(Music Theory and Aural Skills II) MUS214 Music Theory and Aural Skills IV 4 Semester Credits Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form. We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS213(Music Theory and Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 227 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): None MUS225 Electronic Music Production 4 Semester Credits This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in sound design, synthesis, and digital music making. Core Curriculum Component: None Prerequisite(s): None MUS231 History and Literature of Music, Antiquity to 1750 4 Semester Credits An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS232 History and Literature of Music, 1750 to Present 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS234 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II 228 Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II) MUS235 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2) MUS238 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS242 Jazz Improvisation 1 4 Semester Credits Core Curriculum Component: None 229 Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and Aural Skills II) MUS258 Class Guitar 2 1 Semester Credits This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings. Core Curriculum Component: None Prerequisite(s): MUS158(Class Guitar 1) MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None MUS272 Human Identity Through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS273 Functional Music Skills 2 Semester Credits This course will focus on development of basic functional music skills as required by the American Music Therapy Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano, guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and group music making in class. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts 230 Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS303 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS306 Audio Recording 4 Semester Credits In this course, students will become independent in the studio as they learn to manage and run recording sessions. As students delve deeper into the many layers of professional audio software, they will begin to discover how this technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and placement thus producing fully tracked projects of their own. Core Curriculum Component: None Prerequisite(s): MUS221(Introduction to Music Technology) MUS307 Music Production and Distribution 4 Semester Credits 231 Music Production and Distribution is a composition course focused on music production, recording theory, sound design, and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album. Core Curriculum Component: None Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production) MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS312 Composition II 2 Semester Credits This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS315 Psychology, Culture, and Community in Music 2 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects and the functions of music in society. The course will also explore the use of music in community and community music therapy. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS321 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS322 Italian Diction 1 Semester Credits 232 Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS323 German Diction 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS324 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) 233 MUS333 Music of the Romantic Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS336 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS340 Music Therapy Methods I 4 Semester Credits This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy theory underlying these methods. This course is experiential in nature and also examines the student’s personal relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding repertoire and building musical skills required for implementing these methods in music therapy practice. Core Curriculum Component: None Prerequisite(s): MUS273(Functional Music Skills) MUS341 234 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and Aural Skills II) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Methods II 4 Semester Credits This course provides an introduction and overview of compositional and improvisational music therapy methods. Application of improvisational and compositional methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to develop an evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS352 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None 235 Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS353 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 Junior Recital 0 Semester Credits 236 One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS361 Music and Identity in the Americas 3 Semester Credits This first course in a two-semester Music History sequence centers popular music styles of the Americas and the Caribbean exploring their syncretic roots in European harmony, West African percussion, and Black (U.S.) American vocal and improvisational practices. Historical and contemporary studies will illuminate music’s centrality in building and expressing group identities (e.g. religion, race, ethnicity, nationality, gender). Students will also gain an appreciation for the many global cultures that make up the musical life of the Twin Cities through both study and experiential learning. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II) MUS362 Musical Philosophy 3 Semester Credits We will critically consider the concept of “art music” through the lens of philosophical and artistic developments in the West tracking the cultural shift from the Medieval assumption of a God-permeated universe to the influence of contemporary humanism. We will then challenge the assumptions that underlie Western philosophical thought by studying Asian musics and their underlying philosophies. In his 2007 “Tractate on Japanese Aesthetics,” Donald Richie observes that, in the East, there is a sense that “ordered structure contrives, logical exposition falsifies, and linear, constructed argument eventually limits.” This course challenges the Western understanding of argumentation and logical construction that forms the basis for the ways in which we (i.e., inheritors of “Western” culture) assimilate and process information, providing a basis for greater inter-cultural competencies, as revealed through Eastern writings, art, and music. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II) MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. 237 Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in music as well as a review of experimental research surrounding the influence music on behavior. Core Curriculum Component: None Prerequisite(s): None MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS375 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS374(Music Therapy Practicum) MUS376 Music Therapy Assessment, Treatment and Clinical Processes 4 Semester Credits 238 This course is a thorough exploration of the practice of music therapy from assessment, treatment planning, implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and development of assessment tools, effective documentation methods and practices, writing treatment plans to address a variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs. This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence. The role of the music, the client and the music therapist will also be explored in the context of clinical processes and clinical illustrations. Core Curriculum Component: None Prerequisite(s): MUS345(Music Therapy Methods II) MUS385 Music Therapy Clinical Improvisation 2 Semester Credits This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection between music-centered practice and improvisational methods. The course will focus on the clinical application of improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to design improvisational interventions for a wide range of clinical populations within the context of group and individual sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal techniques through these experiential learning opportunities. Core Curriculum Component: None Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II) MUS392 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS398 Internship 2 Semester Credits 239 Core Curriculum Component: None Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS408 Current and Future Issues in the Music Industry 2 Semester Credits A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and readings that examine different stake holders' perspectives of the current state of the industry. Core Curriculum Component: None Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and Concert Promotion) MUS413 Advanced Analysis 2 Semester Credits The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a variety of time periods and musical traditions. Core Curriculum Component: None Prerequisite(s): MUS214(Music Theory and Aural Skills IV) MUS420 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS435 Voice Repertoire 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 240 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): None MUS441 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS456 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits 241 Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS375(Music Therapy Practicum) MUS475 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS474(Music Therapy Practicum) MUS476 Instrumentation and Arranging 2 Semester Credits This course will introduce students to the various instruments of the orchestra, as well as those from other music traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various ensembles. Some aspects of electronic music arranging will be discussed as well. Core Curriculum Component: None Prerequisite(s): MUS214(Music Theory and Aural Skills IV) MUS477 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS478 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS480 Music Therapy Senior Seminar 242 4 Semester Credits This course is the final course of your pre-professional academic development. This course provides an overview of many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics, professional development, board certification and developing professional presentations and materials. This course will also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of music to meet the specialized needs of clients. Core Curriculum Component: Keystone Prerequisite(s): MUS385(Music Therapy Clinical Improvisation) MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. All other requirements for graduation must be completed prior to the internship. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS483 Advanced Music Therapy Practicum 1 Semester Credits In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor. Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical populations which require advanced skills and use of advanced music therapy methods (neurological music therapy, trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths, student needs, creation of well-rounded clinical experiences, and schedule. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation) MUS494 Music Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching experience. Attributes of the successful novice educator and activities related to successful job acquisition are also discussed. Core Curriculum Component: None Prerequisite(s): 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) MUS498 Independent Study 243 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS503 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required* MUS515 244 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS525 Cross-Cultural Awareness in Music Therapy 3 Semester Credits This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of skills in various ethnic musical forms. Core Curriculum Component: None Prerequisite(s): None MUS530 Music Therapy Ethics 2 Semester Credits This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital and social media use. Core Curriculum Component: None Prerequisite(s): None MUS535 Music Therapy Supervision and Professional Development 2 Semester Credits This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course includes an overview of various theories and models of music therapy supervision, with a focus on 245 maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development. Core Curriculum Component: None Prerequisite(s): None MUS540 Music Therapy Research I 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. Core Curriculum Component: None Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS546 Clinical Music Therapy Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS552 General Music Education Methods 246 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS553 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS554 Advanced Music Therapy Clinical Improvisation 3 Semester Credits This course focuses on strengthening and deepening the connection between students’ musical skills and clinical application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques and methods for clinical improvisation through readings, case review, online discussions, and experiential learning. Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore advanced techniques and methods for clinical improvisation through researching a model of improvisation in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS555 Music Therapy, Spirituality, and Well-being 2 Semester Credits This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications surrounding this work. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS560 Music and Imagery 247 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None MUS565 Advanced Music Therapy with Infants, Children and Family Centered Care 2 Semester Credits This course provides an in-depth exploration of music therapy methods with infants, children and family centered care with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families. Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an integrative treatment team. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS570 Music, Neurology, and Physiology 3 Semester Credits This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS575 Music Therapy in Palliative Care 2 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice, ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and synthesis of clinical research surrounding palliative and end of life care. Core Curriculum Component: None Prerequisite(s): None MUS576 Music Therapy in Trauma Informed Care 3 Semester Credits 248 This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being, relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage, isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence, supervision, consultation, and self-care will also be addressed. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II), MUS530(Music Therapy Ethics) MUS577 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS578 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS580 Transcultural Music Therapy I 4 Semester Credits This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the use of music in community and for healing within their culture. Music is explored as a means of understanding a culture, human interaction, communication, manner of fostering health and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required* MUS582 Transcultural Music Therapy II 4 Semester Credits This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction, communication, and utilized to foster health, healing and quality of life. Core Curriculum Component: None 249 Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS525(Cross-Cultural Awareness in Music Therapy) MUS585 Advanced Music Therapy Group Work 3 Semester Credits This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group practice. This course will also explore the use of musical and non-musical means of processing and deepening in the group process or experience. Core Curriculum Component: None Prerequisite(s): MUS510(Advanced Music Therapy Theory) MUS590 Interdisciplinary Practice and Research Methods in Music Therapy 3 Semester Credits This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and challenges, indications and contraindications for this work will be discussed. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I) MUS595 Thesis or Final Project 2 Semester Credits This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's thesis requirement in an independent study format. This includes clarification of program expectations, review of literature, project and research development, academic and report writing, and advisory support and feedback. Core Curriculum Component: None Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II) MUS599 Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS –New Media NMS100 Journalism Practicum 1 Semester Credits 250 The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS101 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS102 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS110 Exploring Diversity in Mass Media 4 Semester Credits This course explores big questions about representation in media: Are we all represented in media? How are we constructed through media? How does mass media shape our identities and communities? How do we shape the media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and power; examine our own positionality within those structures; and use intercultural awareness to expand the frame. Core Curriculum Component: Humanities Prerequisite(s): None NMS115 Introduction to Game History and Design 4 Semester Credits 251 This course introduces students to game design and development terminology, principles, tools and techniques. Students will examine the history and theories of game design and will explore a variety of game genres. Business principles, legal and ethical issues and technological developments are discussed in relation to the creation of games. Core Curriculum Component: None Prerequisite(s): None NMS220 Foundations of New Media 4 Semester Credits Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and historical developments of new media will be examined. Assignments will take the form of case studies, projects, and critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media. Core Curriculum Component: None Prerequisite(s): None NMS230 Social Media 4 Semester Credits Explore the form, function, and context of social media, social media theory, and effective strategies for using social media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the new medium. Includes practical hands-on experience creating and engaging with social media. Core Curriculum Component: None Prerequisite(s): None NMS242 Electronic Literature 4 Semester Credits Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NMS252 Content and Systems Design 4 Semester Credits If you’ve ever enjoyed the experience of playing a video game, you’ve had a first-hand lesson in how important content and systems design are. The experience of a game is driven by four major components: content, systems, narrative, and user experience. This class will help you learn to design all four components, and build a deeper understanding of the game development process and an introduction to concepts in scripting. Core Curriculum Component: None 252 Prerequisite(s): None NMS260 New Media Production 4 Semester Credits Consider new media technologies and their uses in this introductory course in new media production. Work collaboratively and independently to produce new media works ranging from Internet memes to interactive videos. Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media principles, understand the importance of user, and learn to communicate ideas effectively. Core Curriculum Component: None Prerequisite(s): None NMS295 Topics in New Media 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS320 Contemporary New Media Practices 4 Semester Credits Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact, and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics, technoculture, genre revisionism, and mechanical reproduction. Core Curriculum Component: None Prerequisite(s): NMS220(Foundations of New Media) NMS352 Unity I: Working With Unity 4 Semester Credits The Unity engine powers nearly 50% of all games and nearly 75% of mobile games. This course, built in collaboration with Unity and the IGDA, will introduce you to developing games in Unity. By the end of this course, you'll learn how to build a fully functioning game within the Unity system, including all key elements. Core Curriculum Component: None Prerequisite(s): None NMS371 253 Internet Law 4 Semester Credits Cybercrime. Privacy Breaches. Copyright Infringement. The Internet is chocked full of examples like these where technology, users, and society have collided in ways that have called for legal or regulatory intervention. Study Internet governance frameworks and existing laws while exploring the legal principles and regulations that govern the Internet. Consider the past, present, and future of Internet law as you examine global Internet challenges and key legal conflicts. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture), COM180(Introduction to Communication Studies), COM247(Documentary History and Theory), COM254(Interpersonal Communication), COM260(Environmental Communication), COM280(Introduction to Communication Studies), COM290(Writing for Strategic Communication), COM295(Topics), FLM124(Monster Movies), FLM180(Film Sight and Sound), FLM216(Film Production I), FLM229(Screenwriting), FLM230(Scenic Painting: Paint for Stage, Film and Faux Application), FLM240(Animation), FLM251(Mexican Cinema: Past and Present), FLM260(Documentary Production I), FLM295(Film Topics), NMS110(Exploring Diversity in Mass Media), NMS220(Foundations of New Media), NMS230(Social Media), NMS242(Electronic Literature), NMS260(New Media Production), NMS295(Topics in New Media), POL121(American Government and Politics), POL122(Social Justice in Urban America), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics) NMS375 Practicum 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS399 254 Internship 4 Semester Credits Junior or senior standing required Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS452 Unity II: Advanced Unity 4 Semester Credits This course is intended to provide students with the skills and knowledge to bring their mastery of the Unity game engine and C# programming up to a professional standard. Students will learn how to perform a range of vital codebased tasks within the Unity platform, and will grow their skills in building core gameplay functionality, supporting systems and platform-specific optimizations. This course was built in collaboration with Unity. Upon successful completion, students will be prepared to sit for the Unity Certified Associate: Programmer exam. Core Curriculum Component: None Prerequisite(s): NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design), NMS352(Unity I: Working With Unity) NMS475 Game Design Studio 4 Semester Credits This course is intended as a culmination of all a student’s work in the Game Design and Development major. Students will work in groups to build a game in the Unity engine that uses real-time 2D or 3D visuals and showcases their understanding of the core principles of game design. Students will pitch their game, design, prototype, build and test their game. Students will be evaluated based on the quality of their game, and their internal project management processes. Core Curriculum Component: None Prerequisite(s): CSC165(Introduction to Computer Programming (Python)), CSC272(Unix and C), CSC311(Web Applications and Databases), NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design), NMS352(Unity I: Working With Unity), NMS452(Unity II: Advanced Unity) NMS490 Vocation and New Media 4 Semester Credits A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media), POL371(Topics) NMS495 Topics in New Media 4 Semester Credits Core Curriculum Component: None 255 Prerequisite(s): None NMS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR – Nursing NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR314 Self-Care I: Health of the Nurse 2 Semester Credits In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal 256 self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on the process. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) NUR315 Self-Care II: Health of the Nurse 2 Semester Credits In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care. Core Curriculum Component: None Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable* NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable* NUR432 Transcultural Healing Practices 4 Semester Credits 257 This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., 258 stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P 259 Practicum: Theoretical Foundations for Advanced Nursing Practice 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P Practicum: Research Methods in Nursing 1 Semester Credits This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students will design a research study proposal based on their nursing practice focus. Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits 260 This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) NUR525P Practicum: Graduate Field Project 2 Semester Credits 261 This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theorybased care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P Practicum: The Power of Ritual and Ceremony for Transformation 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, 262 traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P Practicum: Politics of Health Care 1 Semester Credits This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits 263 Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest 264 level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR715 Practicum: Dismantling White Supremacy Culture 1 Semester Credits This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be incorporated into collective group work to address systemic racism in both personal and professional work spaces. Core Curriculum Component: None Prerequisite(s): None NUR721 Practicum: Ancient Healing Practices and Modern Implications 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 265 2 Semester Credits This course helps students embody connections to nature that are fundamental in modern day holistic nursing and healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing energies of the cosmos. Core Curriculum Component: None Prerequisite(s): None NUR731 Practicum: Día de los Muertos 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Día de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR741 Practicum: Health and Community Building in Guatemala 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None Prerequisite(s): None NUR751 Transformation in Practice: Addressing Soul Trauma and Healing 266 1 Semester Credits This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as well as ceremony to understand social and generational trauma. In community, transformation will be supported while addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care. Core Curriculum Component: None Prerequisite(s): None NUR755P Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR762 Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Métis) and Formal Evidence 3 Semester Credits This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice will be developed. Core Curriculum Component: None 267 Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to diverse cultural expressions of health and illness. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course embraces a critical social approach to understanding health and illness embodied within populations and communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the underserved, and providing care and access to health resources is emphasized. Core Curriculum Component: None 268 Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the seminars with faculty and peers. Core Curriculum Component: None Prerequisite(s): None NUR812 Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular focus on chapter one and two. Core Curriculum Component: None Prerequisite(s): None NUR816 Advanced Pathophysiology and Vibrational Energy Medicine 3 Semester Credits This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances. Core Curriculum Component: None Prerequisite(s): None NUR817 Informatics and Health Policy: The Colonization of Knowledge 1 Semester Credits 269 This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of advanced practice nurses. Core Curriculum Component: None Prerequisite(s): None NUR818 Pharmacotherapeutics I for Advanced Practice 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. Core Curriculum Component: None Prerequisite(s): None NUR819 Physical and Holistic Health Assessment 3 Semester Credits This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history. Core Curriculum Component: None Prerequisite(s): None NUR820 Integrative Illness Prevention and Wellness Promotion 2 Semester Credits This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan and healthcare systems. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable* NUR822 270 Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three. Core Curriculum Component: None Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu) NUR824 Integrative Primary Care of Adults I 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion) NUR825 Integrative Primary Care of Adults II 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and also addressing women's health issues. Core Curriculum Component: None Prerequisite(s): NUR824(Integrative Primary Care of Adults I) NUR826 Pharmacotherapeutics II for Advanced Practice and Herbal Medicine 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout the life span. Core Curriculum Component: None Prerequisite(s): None NUR827 Integrative Primary Care of Children 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the pediatric population with ongoing symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and 271 meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality, language and communication styles. Ethical implications of providing cultural and holistic care to marginalized populations will be examined. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR821(Second Year Doctoral Seminar) NUR832 Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four. Core Curriculum Component: None Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur) NUR833 Advanced Pathophysiology II 2 Semester Credits This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalance. This course also integrates competency-based case study applications. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine) NUR841 Final Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the student's practicum experiences to complete their doctoral capstone project. During this seminar, students will complete their written scholarly paper describing their capstone project and present their scholarly project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar) 272 NUR842 Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication. Core Curriculum Component: None Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur) NUR843 Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating HEENT and Complementary and Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques for treating these conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required* NUR844 Women's Health Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating Women’s health issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for treating Women’s health conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required* NUR845 Musculoskeletal Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating musculoskeletal issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques for treating the musculoskeletal conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required* NUR846 Dermatology, Suturing and Minor Surgical Procedures Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating dermatology, suturing and minor surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course. Core Curriculum Component: None 273 Prerequisite(s): NUR825(Concurrent enrollment in NUR825) *concurrent registration is required* NUR850 Integrative Primary Care of Adults Clinical I 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This course will also provide the student with clinical opportunities and direct patient care to provide the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative Primary Care of Adults I) *concurrent registration is required* NUR851 Integrative Primary Care of Adults Clinical II 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical and complementary and alternative management to disease states and body systems. The clinical management is an approach to treating the adult patient and women's health issues with chronic illness. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I) NUR852 Integrative Primary Care of Adults Clinical III 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care for clinical application of medical, complementary and alternative healthcare management of disease states and body systems. The clinical management is an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate safe and effective management strategies for patients requiring multiple pharmacological interventions. Core Curriculum Component: None Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II) NUR853 Integrative Primary Care of Children Clinical 2 Semester Credits This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health within a pediatric population. Core Curriculum Component: None 274 Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*; NUR827(Integrative Primary Care of Children) *concurrent registration is required* NUR854 Integrative Primary Care of Adults Clinical IV 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical, complementary and alternative healthcare management to disease states and body systems. Students will integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman, pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include evidence-based practice, management of complex pharmacological application, and the holistic approach to patient care. Core Curriculum Component: None Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative Primary Care of Children Clinical) NUR855 Integrative Primary Care of Adults Clinical V 2 Semester Credits This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and pharmacological prescribing practices into primary patient care. Core Curriculum Component: None Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV) NUR856 Leading Change Through the Lens of Wholeness: Clinical 1 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will provide the students clinical opportunities and direct patient care to provide the application of medical, complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptom and illness. This course will provide the student with the opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical), NUR861(NUR861 taken concurrently) *concurrent registration is required* NUR861 Leading Change Through the Lens of Wholeness 2 Semester Credits This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of 275 barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills be examined. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical) NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None OJB – Ojibwe OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. 276 Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) PA – Physician Assistant Studies PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical Practice Seminar I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 277 7 Semester Credits This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects, contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and Physical Exam Skills I, and Clinical Practice Seminar I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects, contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and Physical Exam Skills II, and Clinical Practice Seminar II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 10 Semester Credits This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam Skills II, Pharmacotherapy II, and Clinical Practice Seminar II. 278 Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in pediatrics, women's health, and acute, emergent, and inpatient care. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA542 Professional Issues 2 Semester Credits This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public health, and caring for diverse communities. Core Curriculum Component: None Prerequisite(s): None PA545 Clinical Phase Transition 2 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and verbal communication, professionalism and interpersonal skill development relating to the application of knowledge. Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA546 Clinical Practice Seminar I 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts encountered in clinical practice. Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) 279 PA547 Clinical Practice Seminar II 2 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA546(Clinical Practice Seminar I) PA555 Research Tools for the Physician Assistant 2 Semester Credits The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge base. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None 280 Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA602 General Surgery Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 4 Semester Credits 281 A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA608 Elective Clinical Practicum II 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None 282 Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA622 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): None PHI – Philosophy PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 283 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI180 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities 284 Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. Core Curriculum Component: Humanities Prerequisite(s): None PHI295 Topics 4 Semester Credits This course introduces students to various topics in the field of philosophy. Students will explore primary texts and sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop their own perspectives on the topic(s) under investigation. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level) PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits 285 This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI365 Philosophy of Science 4 Semester Credits The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) Core Curriculum Component: None Prerequisite(s): None PHI370 286 Existentialism 4 Semester Credits Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) PHI399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 287 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY – Physics PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) PHY107 College Physics I 4 Semester Credits This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course. Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course. Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus), MPL(Math Placement Level 3) PHY107L College Physics I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY107(College Physics I) *concurrent registration is required* PHY108 College Physics II 288 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) PHY108L College Physics II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY108(College Physics II) *concurrent registration is required* PHY116 Introduction to Physics 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 289 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level); PHY121(General Physics I) PHY122L General Physics II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 290 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III) *concurrent registration is acceptable*, MAT255(Multivariable Calculus) *concurrent registration is acceptable*; PHY122(General Physics II) PHY245L Modern Physics Lab 1 Semester Credits Laboratory experiments and projects provide students with an introduction to advanced instrumentation and experimental techniques used in modern science. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is required. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 1 Semester Credits Students will develop hands-on skills and experience through laboratory exercises and projects using modern test instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II) 291 PHY295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 1 Semester Credits Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques). Core Curriculum Component: None Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II); MAT146(Calculus II) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a 292 complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 1 Semester Credits Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting, simulation, etc. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II) PHY351 Classical Mechanics 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle kinematics. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY365 Electricity and Magnetism 4 Semester Credits Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic waves and Maxwell's equations in vacuum and in matter. Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None 293 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHY396 Comprehensive Laboratory II 2 Semester Credits Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II) PHY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY484 Quantum Mechanics Supplement 2 Semester Credits 294 A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional undergraduate quantum mechanics course. Core Curriculum Component: None Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special Functions of Mathematical Physics) PHY486 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL – Political Science POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits 295 Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 Introduction to Political Science 4 Semester Credits An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences 296 Prerequisite(s): None POL282 Asian American Politics 4 Semester Credits Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy 4 Semester Credits This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’ participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as globalization and neoliberal economic policies applied in the region and how these – among other factors – have reshaped the role of governments and its relationship with constituents. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits 297 Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), 298 POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None POL357 (Im)Migration, Gender and Social Change 4 Semester Credits At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of (im)migration in a Latin American context. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL359 Topics: Women in Comparative Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 299 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), 300 POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL391 Seminar 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits 301 Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), 302 POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) POL484 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 303 POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP – Professional Psychology PRP701 Lifespan Development 3 Semester Credits This course focuses on the normative transitional aspects of development across the lifespan, including aspects of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are emphasized. Applications to the practice of clinical psychology will be considered throughout the course. Core Curriculum Component: None Prerequisite(s): None PRP702 Introduction to Diverse Populations 3 Semester Credits This course is designed to expose students to the current and historical experiences of diverse groups of people in the United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both didactic and experiential components, and students will be expected to consider our cultural, economic, and sociopolitical systems from multiple perspectives. Core Curriculum Component: None Prerequisite(s): None PRP703 Professional Issues: Ethics, Conduct, and the Law 304 3 Semester Credits This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning, APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures, confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment, therapy, forensics, and consultative and supervisory relationships. Core Curriculum Component: None Prerequisite(s): None PRP704 Cognition and Affective Processes 3 Semester Credits This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are considered. Clinical applications will be emphasized throughout the course. Core Curriculum Component: None Prerequisite(s): None PRP705 Physiological Psychology 3 Semester Credits This course introduces brain-behavior correlates, the systematic function of the nervous system and basic psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these systems on behavior and psychopathology. Core Curriculum Component: None Prerequisite(s): None PRP706 History and Systems 3 Semester Credits This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The course will investigate how psychological thought has paralleled the development of western and non-Western thought, tradition, culture, religion, medicine, and social institutions. Core Curriculum Component: None Prerequisite(s): None PRP711 Professionalization Group I 1 Semester Credits During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g., library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate 305 students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered. Core Curriculum Component: None Prerequisite(s): None PRP712 Professionalization Group II 1 Semester Credits During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g., library, career services, training). Later, time is spent addressing core aspects of professional identity, including interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered. Core Curriculum Component: None Prerequisite(s): None PRP720 Statistics and Research I 3 Semester Credits This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This course provides an introduction to research methods in clinical and applied psychology, including classical and modern approaches to psychological measurement and test construction, psychotherapy process and outcome research, research ethics, bias and social justice in psychological research, and the application of research to psychotherapy practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well as developing a preliminary rationale for their CRP project, including research design and aims. Core Curriculum Component: None Prerequisite(s): None PRP721 Statistics and Research II 3 Semester Credits This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This course includes an overview of various research methods and statistical tests commonly used in clinical psychological research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and the methodological tools necessary for functioning as a local clinical scientist in applied settings. Core Curriculum Component: None Prerequisite(s): PRP720(Statistics and Research I) PRP730 Psychopathology I 3 Semester Credits 306 This course concentrates on the description, etiology, assessment, and understanding of the moderate range of symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems, particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic interviewing, including a review of semi-structured interviews. Core Curriculum Component: None Prerequisite(s): None PRP731 Psychopathology II 3 Semester Credits This course concentrates on the description, etiology, assessment, and understanding of the moderate range of symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems, particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context of psychopathology. Core Curriculum Component: None Prerequisite(s): PRP730(Psychopathology I) PRP741 Cognitive Assessment 3 Semester Credits This course introduces the student to the major approaches and techniques for intellectual assessment in children and adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation can be practiced. Core Curriculum Component: None Prerequisite(s): None PRP742 Objective Personality Assessment 3 Semester Credits This course introduces the student to the major approaches and techniques for objective personality assessment in adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated with the material covered in the lecture. Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment) PRP743 Projective Personality Assessment 307 3 Semester Credits This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation can be practiced. Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment) PRP800 Basic Intervention Skills 3 Semester Credits This course is designed to help students develop and refine the interpersonal skills necessary for being an effective clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is largely about application, and students are expected to practice these skills in the classroom. Assignments are largely related to the development of these basic skills. Core Curriculum Component: None Prerequisite(s): None PRP801 Cognitive Behavioral Theory and Therapy 3 Semester Credits This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly readings for this course. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP802 Person Centered and Experiential Theory and Therapy 3 Semester Credits This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills to help clients express and explore their experience. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP803 Psychodynamic Theory and Therapy 3 Semester Credits The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings. Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case 308 formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy. Case material is used to help students better understand the theories and techniques. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP804 Systems Theory and Therapy 3 Semester Credits This course is one of four required theory and therapy courses in the clinical psychology program. This course will examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic conceptualizations will include family systems, organizations, and communities. It provides an overview of systems theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g. families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This course includes didactic approaches and significant interactive and role-play components. Students are also expected to demonstrate knowledge of evidence-based practices in this domain. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP810 Assessment and Treatment of Children and Families 3 Semester Credits This course provides an overview of evaluation and treatment issues specific to children and families. Developmental psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and society on child clinical practice are also examined. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP811 Social Psychology 3 Semester Credits Concepts from research and theory in social psychology are presented for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized. Core Curriculum Component: None Prerequisite(s): None PRP812 Assessment and Treatment of Diverse Populations 3 Semester Credits This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender 309 expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and group experience and identity. Core Curriculum Component: None Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills) PRP813 Consultation and Supervision 3 Semester Credits This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are considered. Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment) PRP814 Capstone Integrative Seminar 3 Semester Credits Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course requires the successful completion of several tasks designed to demonstrate that the student is ready for internship. Core Curriculum Component: None Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy) PRP821 Practicum I - Assessment 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV). Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention Skills) PRP822 Practicum II - Assessment 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that the first year of practicum 310 experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV). Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment) PRP823 Practicum III - Therapy 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that either the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not completed in a prior term it must be taken concurrently with PRP823. Core Curriculum Component: None Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap), PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment) PRP824 Practicum IV - Therapy 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that either the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. Core Curriculum Component: None Prerequisite(s): PRP823(Practicum III - Therapy) PRP831 Advanced Practicum I 1.5 Semester Credits The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences, raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their professional identity. Core Curriculum Component: None Prerequisite(s): PRP823(Practicum III - Therapy) PRP832 Advanced Practicum II 1.5 Semester Credits 311 The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences, raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their professional identity. Core Curriculum Component: None Prerequisite(s): PRP831(Advanced Practicum I) PRP850 Clinical Research Project Seminar 1 Semester Credits The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done considerable research and are in the process of writing their research proposal. Core Curriculum Component: None Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II) PRP851 Clinical Research Project 1 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5 modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to guide students through the process of completing the CRP. This course is designed to guide students through the completion of module 1. Core Curriculum Component: None Prerequisite(s): PRP850(Clinical Research Project Seminar) PRP852 Clinical Research Project 2 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal, received the approval of your chair to submit it to your committee for feedback, received your committee’s approval, submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research. If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process, you will develop skills in independent clinical research, including skills in research design, ethics, communication, and collaboration. 312 Core Curriculum Component: None Prerequisite(s): PRP851(Clinical Research Project 1) PRP853 Clinical Research Project 3 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP, by the time you have completed this module, you will have collected most of your data and made any necessary revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in independent clinical research, including skills in research methods, data analysis, ethics, communication, and collaboration. Core Curriculum Component: None Prerequisite(s): PRP852(Clinical Research Project 2) PRP854 Clinical Research Project 4 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for review. In the process, you will develop skills in independent clinical research, including skills in research methods, data analysis, reporting of results, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP853(Clinical Research Project 3) PRP855 Clinical Research Project 5 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final 313 committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination of clinical research, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP854(Clinical Research Project 4) PRP859 Clinical Research Project Extension 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents an optional extension credit for students who were not able to complete their CRP on the typical timeline, through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP855(Clinical Research Project 5) PRP880 Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP881 Topics 1.5 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP882 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP883 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None 314 PRP890 Predoctoral Internship 0 Semester Credits The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and achieve personalized goals for professional development in clinical work, and solidify their identities as professional clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful completion of the year-long internship, as certified by the internship site, students will have also successfully completed all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the duration of their year-long internship. Core Curriculum Component: None Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy) PRP891 Predoctoral Internship Supplement 0 Semester Credits The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and achieve personalized goals for professional development in clinical work, and solidify their identities as professional clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful completion of the year-long internship, as certified by the internship site, students will have also successfully completed all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the duration of their year-long internship. Core Curriculum Component: None Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy) PSY – Psychology PSY100 Topics in Psychology 4 Semester Credits A topics-based psychology course for non-majors interested in applying psychological principles and methods to understand and analyze real-world events. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY105 Principles of Psychology 315 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY205 Global Perspectives in Psychology 4 Semester Credits Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development, emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for faculty-led study abroad programs. Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences Prerequisite(s): None PSY215 Research Methods and Statistics I 4 Semester Credits Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. 316 Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) 317 PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Psychopathology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY275 Cultural Psychology 4 Semester Credits This course will provide a comprehensive introduction to how culture and diversity shape psychological processes. We will survey a broad range of topics in cultural psychology, emphasizing psychological theories and methods that shed light on how culture influences psychological experiences and social behavior. Topics include cultural contributions to emotion, cognition, development, social and intergroup relationships, power and oppression, identity and the self, personality, migration and acculturation, morality, and mental health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY282 318 Industrial and Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group, and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY292 Topics in Mental Health 2 Semester Credits Discuss current topics in mental health from biological, psychological, social, and scientific perspectives. Specific topic will be published prior to registration. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. 319 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 320 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling and Psychotherapy Theories 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 321 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. 322 Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY495 Clinical Science Lab 4 Semester Credits Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on research projects. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 323 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PWC – Playwrights Center PWC300 Playwriting 4 Semester Credits An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’ Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and receiving creative feedback. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC310 Topics in Playwriting 4 Semester Credits An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’ Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of genre, musical theater writing, social justice theater, various play structures, and related topics. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC320 Writing for Television 4 Semester Credits An online television writing workshop taught from the perspective of a professional writer affiliated with the Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot creation, as well as professional development and issues in the field. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC330 Writing for Digital Media 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PWC510 324 Topics in Writing for Screen and Stage 3 Semester Credits An online graduate-level writing workshop taught by a professional writer affiliated with the Playwrights’ Center. Students learn about specific rotating topics in the fields of theater, television, film, or digital media by completing a major writing project for screen or stage and contributing to an active writing community. This course is repeatable. Core Curriculum Component: None Prerequisite(s): SPP(Study Abroad/Away Approval) RLN – Religion RLN100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning I Prerequisite(s): None RLN200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I) RLN201 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN202 Directed Study 4 Semester Credits Core Curriculum Component: None 325 Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN209 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN214 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN216 Religion and Science in Popular Culture 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical 326 development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN222 Spirituality, Religion, and Popular Culture 4 Semester Credits This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN230 Self, Sex and Sin: Human Person in Christian and Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN237 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN240 Religion and the Rise of Science 4 Semester Credits 327 This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN243 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN245 The Lutheran Heritage 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN251 The Bible in Culture and Counterculture 4 Semester Credits An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including the subversive role particular texts played as protest to the dominant culture in their original contexts and in later interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or undermine the prevailing social order. Core Curriculum Component: Search for Meaning II 328 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN257 Heaven, Hell, and the End of the World 4 Semester Credits Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN261 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN272 Responsible Leadership in an Interfaith World 4 Semester Credits Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN275 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. 329 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN276 World Religions 4 Semester Credits An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN290 Foundations for Public Ministry 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN295 Church: Past, Present, Future 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries. Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and "postmodern" Christians and churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN300 330 Religion and Vocation in the Public Sphere 4 Semester Credits This course will provide an introduction to the way religious and/or humanist commitments shape individuals and communities, and help them understand who they are and how they live in relation to the world around them. It will use the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism, Christianity, Islam, Hinduism, and Buddhism. Core Curriculum Component: Search for Meaning I Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status) RLN301 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN302 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN303 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN304 Contextual Learning in Ministry 3 Semester Credits This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304 each semester during their second and third year. Their responsibilities in their contextual learning sites will change each semester, therefore their reflection and subsequent learning will also change each semester. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Approved internship registration form) 331 RLN319 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN330 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN331 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN333 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN336 Latin American Liberation Theologies and Social Change 332 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN340 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN342 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN344 Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies 4 Semester Credits Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation theologies and their understandings of the divine as they relate to key social issues in the 21st century. This interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366. Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN370 American Indian Spirituality and Philosophical Thought 4 Semester Credits 333 Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN374 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN376 Religion and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of religion in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN390 The Art of Public Ministry 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: None Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families) RLN399 Internship 4 Semester Credits 334 The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an individualized reflection process with a faculty member round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices), YFM358(Life and Work of the Church) RLN400 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN401 Independent Study/Research 2 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN402 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II 335 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN406 Christensen Scholar Seminar II 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN409 Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II 336 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN441 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) SCI – Science SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits 337 The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI114 Exploring Science and Engineering 4 Semester Credits This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major (biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science courses such as BIO 151 and CHM 115. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*, MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course required if at MPG4) SCI123 338 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI301 Science in the World 1 Semester Credits A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which explores modes of discourse and sets of expectations common to upper-level science courses. Core Curriculum Component: None Prerequisite(s): None SCI490 Integrated Science 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None 339 SOC – Sociology SOC111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Sociology 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC197 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None SOC240 340 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Love, Intimacy, and Sexuality 4 Semester Credits Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and sexual identities? Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None Prerequisite(s): None 341 SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC349 Organizations and Society: Understanding Nonprofits and Corporations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology) SOC362 342 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); SOC121(Introduction to Sociology) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC380 Disaster and Resilience 4 Semester Credits Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None 343 Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology) SOC381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC390 Intersections of Race and Immigration 4 Semester Credits Often the source of what sociologists call a "moral panic," immigration has produced cultural, economic, and political tension and conflict not only in the U.S. but throughout the world, particularly when those immigrating are "not like us." Structured as part seminar and part research practicum, this course pursues a critical examination of immigration in the United States—both past and present—and its intimate connections with race and ethnic identity. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC395 Mental Illness and Society 4 Semester Credits What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a social phenomenon. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC396 344 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology), SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning), SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society), SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research); SOC121(Introduction to Sociology) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None 345 Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Sociology) SPA – Spanish SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA114 Spanish for Ministry I 4 Semester Credits If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to church and public theology settings, such as migrant ministries. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA211 Intermediate Spanish I 346 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA218 Spanish for Health Care Professionals 4 Semester Credits This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions. Content will include common scenarios and practice cases from the different health care fields as well as an introduction to the Mexican cultural context in which health care services are provided Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA220 Business Spanish 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 Spanish for Heritage Speakers I 4 Semester Credits 347 This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): SPA212(Intermediate Spanish II) SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 348 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA334 Contemporary Mexican Literature 4 Semester Credits 349 This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA352 Survey of Spanish Literature I 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA353 350 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA357 Central American Literature 4 Semester Credits This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language Placement) SPA360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA397 Internship 351 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE – Education SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 352 SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None 353 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits 354 This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 355 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE550 Autism Spectrum Disorder: Advanced Issues and Programing 3 Semester Credits This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to instructional design across settings using evidence-based practices. Students will research and explore issues that affect individuals with ASD and their families. Core Curriculum Component: None Prerequisite(s): None SPE551 Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder 3 Semester Credits This course focuses on programming for students with communication and social skills issues characterized by the autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication and social skills. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required* SPE552 Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder 3 Semester Credits This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies. Includes state and federal requirements for behavior intervention planning, programming and responding. The course aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an equitable and inclusive learning environment. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*, SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required* SPE553 Advanced Field Placement in Special Education 1 Semester Credits Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD). Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher 356 organizations is required while student teaching. Students may need to complete extra weeks to demonstrate competency in the standards. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP – Study Abroad SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): SPP(Study Abroad/Away Approval) SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK – Social Work SWK100 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None 357 SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK261 Social Welfare: The U.S. Mexican Context 4 Semester Credits To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic, political, and cultural histories of both countries and their complicated relationship. It is important to understand the role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year. Core Curriculum Component: None Prerequisite(s): None SWK271 Comparative Social Policy: Social Policy and Social Change in Mexico and the United States 4 Semester Credits This course prepares Social Work students to function as informed and competent participants in efforts to change social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy formation, implementation, and analysis. The course will examine the influence of values and ideology of the two countries on these processes. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 4 Semester Credits Core Curriculum Component: None 358 Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None 359 Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 4 Semester Credits Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 360 Prerequisite(s): None SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 361 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None 362 SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK518 Foundation of Addictions 363 2 Semester Credits This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to substance use disorders. Core Curriculum Component: None Prerequisite(s): None SWK519 Motivational Interviewing 2 Semester Credits In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety of teaching modalities, students will develop motivational interviewing skills. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): SWK530(Integrated Field Seminar 1) SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the 364 students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1 2 Semester Credits This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history, demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and, Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and understand the myths, realities, and biases related to inequity and the impact on the individual, family and different populations. This course is offered as a two-credit course. Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2 2 Semester Credits This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history, demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and, Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and 365 understand the myths, realities, and biases related to inequity and the impact on the individual, family and different populations. This course is offered as a two-credit course. Core Curriculum Component: None Prerequisite(s): None SWK622 MCCP Field Seminar 5: LADC 2 Semester Credits Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or mental health services. The goal is to strengthen students' sophistication in understanding the interconnections between culturally appropriate theory and practice skills, substance use and mental health disorders. Core Curriculum Component: None Prerequisite(s): None SWK628 Multicultural Clinical Practice (MCCP) with Individuals 3 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 Multicultural Policy Practice 366 3 Semester Credits In this course, students learn how social policies affect the delivery of social work services. This course examines concepts and frameworks for analyzing policy. The course addresses the role of economics, demographics, politics, values, power and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, families, and tax policy including tax expenditures. Students learn to analyze, formulate, and change agency and social policies in relation to current events. Students explore the impact of institutional discrimination and oppression such as racism in the policy making process. Students learn policy advocacy, and community mobilization with stakeholders to influence policy development and implementation. Core Curriculum Component: None Prerequisite(s): None SWK631 Multicultural Clinical Practice (MCCP) with Groups 3 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits 367 Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK660 Multicultural Macro Practice (MCMP) Research Methods 3 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool 368 at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None Prerequisite(s): None 369 SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None Prerequisite(s): None THP – Theater THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) 370 THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None 371 Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits 372 Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large Project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 373 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP152 Theater Practicum: Costume Running Crew 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR116 Acting and Improvisation for Non-Majors 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and 374 techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR229 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): THR228(Introduction to Stagecraft) THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits 375 An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Pan-Asian Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 376 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR273 Latinx Theater and Performance 4 Semester Credits In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order to understand how Latina/os challenge mainstream representations through theatre and performance, and how they articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and heterosexist constructions of Latinidad. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: None 377 Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques, and fabric types, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design) THR285 Scenery Design 4 Semester Credits Scenery Design is an introductory study of the theater scene design process and the practical application of expressing your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and experiential project work. This is a project-based class. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR294 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 Playwriting I 378 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR355 Performing Shakespeare 4 Semester Credits Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s plays. Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater) THR361 Theater Histories: Origins to 1800 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. 379 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater Histories: 1800 to the Present 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to the Present) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR367 New Methodologies of Stage Direction and Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR397 380 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR490 Theater Keystone: Exploring Vocation and Artistic Practice 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites: THR 250 and Junior or Senior class standing Core Curriculum Component: Keystone Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None TRIO- TRI TRI101 Navigating the Hidden Curriculum of Higher Education 2 Semester Credits This course supports TRIO/SSS students making the transition from high school to the University, supplementing a corequisite course with academic skills instruction targeted to the companion course requirements. This course will also explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This course empowers students to effectively navigate the university experience and to develop the confidence and tools to be successful. 381 Core Curriculum Component: None Prerequisite(s): None URB – Urban Studies URB111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB381 City and Regional Planning 4 Semester Credits 382 Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) URB395 Topics in Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None URB399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WEL – Health, Physical Education and Exercise Science WEL100 Foundations of Wellness 1 Semester Credits This course is required of all Augsburg students. The class is designed for students to understand the need and assume the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management. 383 Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and reduces stress. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None WEL103 Recreational Wellness: Badminton 1 Semester Credits This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL104 Recreational Wellness: Bicycling 1 Semester Credits This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL106 Recreational Wellness: Bowling 1 Semester Credits The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also include team and individual competition. Students bowl two games each class session. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL107 Recreational Wellness: Fitness Walking 1 Semester Credits This course incorporates cardiovascular fitness into various walking regiments. Students will understand and demonstrate basic skills and fitness strategies, while engaging in routine walking routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL108 Recreational Wellness: Golf 1 Semester Credits 384 This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental benefits of playing golf are highlighted. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL111 Recreational Wellness: Racquet Sports 1 Semester Credits This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and doubles strategies in badminton, pickleball, and racquetball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL112 Recreational Wellness: Basketball 1 Semester Credits This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is to promote physical fitness through basketball and encourage recreational level participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL113 Recreational Wellness: Volleyball 1 Semester Credits This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball. The students will practice and perform the skills in a recreational to intermediate competitive environment. Students will also become aware of the physical and social benefits associated with active participation in volleyball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL114 Recreational Wellness: Soccer 1 Semester Credits This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and coaching the sport. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL115 Recreational Wellness: Walk, Jog, Run 1 Semester Credits 385 This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL116 Recreational Wellness: Weight Training 1 Semester Credits This course seeks to improve the student's knowledge and understanding of the components of weight training and how they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL117 Recreational Wellness: Women's Weight Training 1 Semester Credits This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL118 Recreational Wellness: Yoga 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL119 Recreational Wellness: Latin Dance 1 Semester Credits This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba, and bachata and execute basic steps and patterns individually and with a partner. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL120 Recreational Wellness: Canoeing and Paddling 1 Semester Credits 386 Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL130 Recreational Wellness: 5K or Half Marathon Training 1 Semester Credits Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL131 Recreational Wellness: Net Games 1 Semester Credits This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL132 Recreational Wellness: Field Games 1 Semester Credits This course will include but not limited to: lacrosse, soccer, and ultimate frisbee. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL150 Recreational Wellness: Student Designed 1 Semester Credits This course is designed to improve proficiency in one or more selected activities. Students will understand and demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended between an in-person lab experience and online discussions and reporting. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL160 Foundations of Wellness-Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Foundations of Wellness Prerequisite(s): CONSENT(Consent of Instructor) 387 WEL170 Recreational Wellness-Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL213 Recreational Wellness: Advanced Volleyball 1 Semester Credits This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should have advanced volleyball experience. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WST – Gender, Sexuality and Women’s Studies WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Introduction to Gender, Sexuality, and Women’s Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST220 Topics in Gender and the Humanities 4 Semester Credits Examination of specific topics related to gender and the humanities not covered in other lower-division Gender, Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None 388 WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits 389 This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies 4 Semester Credits Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation theologies and their understandings of the divine as they relate to key social issues in the 21st century. This interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 (Im)Migration, Gender and Social Change 4 Semester Credits At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of (im)migration in a Latin American context. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None 390 WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 In the Aftermath of War: History, Memory and Transitional Justice in Central America 4 Semester Credits The objective of this course is to analyze the use of history and memory during the transition from war to peace in Central America. The course will address the case of Guatemala, focusing on the social and political events that took place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples conceptualization of memory, justice, reparation, and peace. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness— economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None 391 WST366 Latin American Liberation Theologies and Social Change 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits 392 This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: Keystone Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YST – Youth Studies YST210 Rethinking Children and Youth 4 Semester Credits Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the 20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low expectations of children and youth in society. We will then construct a new framework that will enable us to understand and engage young people as powerful, contributing members of society. Core Curriculum Component: None Prerequisite(s): None YST320 Working with Children and Youth 4 Semester Credits This course will provide students with practical perspectives and experiences in work with children and youth. We will cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements in work with youth and children. This course has a significant service learning requirement. Core Curriculum Component: None Prerequisite(s): YST210(Rethinking Children and Youth) 393
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Title: Augsburg University Undergraduate Catalog, 2022-2023
Collection: Course Catalogs
Search Result: Introduction Undergraduate Catalog 2022-2023 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for...
Show more Introduction Undergraduate Catalog 2022-2023 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2022–Summer Semester 2023. It is subject to change without notice. The catalog is intended to complement other university publications including the Student Guide and university website. It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2022 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg University, or consider doing so, please know that those of us who await you here find the university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, PhD President 2 About Augsburg University At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society—their vocation. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester, Minnesota, are extended campuses for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. Campus Location Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis-St. Paul International Airport. History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Established a Direction 3 August Weenaas was Augsburg’s first president (1869–76). Professor Weenaas recruited two teachers from Norway: Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 150 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876–1907), required students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The college’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938–62). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the college was achieved in 1954. A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963–80), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place. Charles S. Anderson led the college next (1980–97). He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at college-sponsored forums and events, increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the James G. Lindell Library. 4 William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning site was added in 1998, further expanding Augsburg’s presence in key cities in the state of Minnesota. Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1, 2017. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: ● ● ● An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about graduate programs, visit augsburg.edu/grad. Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus, Augsburg has a learning site in Rochester, Minnesota, and international locations around the world. Centers of Commitment The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both internally and externally. These centers are: ● ● ● ● Center for Global Education and Experience Sabo Center for Democracy and Citizenship Christensen Center for Vocation Strommen Center for Meaningful Work Each center provides a bridge between curriculum and community; each works to realize the university’s strategic intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-Based Day Program Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC is a five-college consortium that allows day program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities section). Adult Undergraduate Program Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. 6 Minneapolis – Adult Undergraduate Program Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom instruction with the convenience of online learning. Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors. Rochester – Adult Undergraduate Program Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester, MN, 55904. In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based evening courses. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from Lindell Library databases to the use of online course management software. Information about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama, and Communication. Admissions Office—The Admissions Office is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to two-bedroom suites. Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker 8 Room, the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP® collegiate recovery program, Institutional Advancement offices, the Alumni Relations Offices, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure they are meeting standards for educational quality for the degrees they offer. Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality. Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited or approved by the appropriate agencies. Agency Description Degree Programs Accreditation Council for Business Schools and Programs (ACBSP) Global accreditor for business education MBA BA Accounting, Business Administration (Music Business), Business Administration/Economics, Finance, International Business, Management, Management Information Systems, Marketing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Accredits physician assistant programs in the United States MS Physician Assistant Studies American Music Therapy Association (AMTA) Advanced the music therapy profession and approves music therapy degree programs BS Music Therapy Master of Music Therapy American Chemical Society (ACS) Scientific organization for advancing chemistry practice, approves baccalaureate chemistry programs BS Chemistry American Psychological Association Commission on Accreditation (APA-CoA) Scientific and professional organization for psychology in the United States, accrediting doctoral programs in clinical, counseling, and school psychology Doctor of Psychology Commission on Collegiate Nursing Education (CCNE) National accreditor for baccalaureate, graduate, and residency/fellowship programs in nursing BS Nursing MA Nursing Doctor of Nursing Practice Council on Social Work Education (CSWE) National accrediting agency for social work education in the United States Bachelor of Social Work Master of Social Work 10 Minnesota Board of Nursing State board that approves nursing programs and regulates licensure DNP – Family Nurse Practitioner National Association of Schools of Music (NASM) National accreditor for undergraduate, graduate, and other credentials for music and music-related disciplines BA Music BS Music Therapy Bachelor of Music Master of Music Therapy Professional Educator Licensing and Standards Board (PELSB) Approves programs in Minnesota that prepare candidates for teacher licensure BA/BS Elementary Education BA English as a Second Language BA Special Education: Academic Behavioral Strategist (See Education Department for full list of approved programs for licensure and endorsements) Augsburg University is also an institutional member of the following associations Agency Description American Association of Colleges and Universities (AAC&U) Advances the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education American Association of Colleges of Teacher Education (AACTE) Represents institutions dedicated to high-quality evidence-based preparation of educators who are ready to teach all learners American Association of Higher Education (AAHE) Dedicated to the advancement of higher education Associated Colleges of the Twin Cities (ACTC) Consortium of private liberal arts colleges in the Twin Cities of Minnesota that shares academic programs and promotes student exchange Campus Compact National coalition of colleges and universities committed to building democracy through civic engagement and community development Council of Independent Colleges (CIC) Association of independent nonprofit colleges and universities that provides services to improve the quality of education, administrative, and financial performance Lutheran Education Conference of North America (LECNA) Promotes cooperation among Lutheran colleges and universities in the United States and Canada 11 Minnesota Private College Council Represents the private liberal arts colleges of Minnesota National Council of Schools of Professional Psychology (NCSPP) Advances the development of the highest quality of graduate training in professional psychology Physician Assistant Education Association (PAEA) Works to ensure quality physician assistant education Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the University, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Vice President for Student Experience and Success Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has four Deputy Officers: Deputy Officer for Students: Mike Grewe | Dean of Students Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. 12 Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The university will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate educational interests. A school official is a person employed by the university in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s email address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph 13 Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 14 Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Professional Licensure Standards Disclosure For all programs at Augsburg University which have the potential to lead to professional licensure, students are responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional licensure or certification, in any field, in any jurisdiction. Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to additional coursework and training, supervised clinical experiences, and successful passage of state or national exams. Other licensure requirements may include background checks, years of work experience, fingerprinting requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time. For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg University Professional Licensure Disclosure website. As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office. Student Rights The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A university-provided email account is the official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the university-provided email account. Students should regularly check their email account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded email account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day program students may request a campus mail box. Students should check their campus mailbox regularly. 15 Admission Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg University. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Visit Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:00 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional undergraduates, and graduate students. Application Procedures First-year Day Program Students Application for Admission ● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or commonapp.org without any fee.. ● Students with an unweighted GPA of 2.75 or higher are automatically admitted through the Augsburg Applies to 2U (direct admission) process. Students with a GPA of 2.74 or below will be evaluated and reviewed through the standard, holistic review process. Transcripts ● An official transcript from the high school is required of first-year applicants. o Students with a 2.74 or lower GPA must submit an official transcript. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final and official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent prior to registration and orientation. General Education Development (GED) scores may be presented instead of the high school transcript. o For students with a 2.75 or higher GPA (who qualify for direct admissions), will need to submit an unofficial transcript at the time of applying. An official transcript will be required upon enrollment to the University. Test Scores ● Beginning in Fall 2021, submission of ACT or SAT test scores are no longer required for incoming (first-year or transfer) students applications. For more information please refer to our Test-Free Admissions Policy. For additional information please refer to Augsburg’s Admission Application Requirements. Recommendations ● Letter(s) of recommendation are no longer required for admission but may be requested by discretion of the admissions office. 16 Essay ● First Year applicants may be asked to submit written responses to essay questions if they do not qualify for the direct admissions process. Additional Information ● If there is additional information that may have affected the applicant’s previous academic performance, it may be included within the application and discussed individually with an admission counselor. On occasion, the Admission Committee may defer a decision on a candidate’s admission until additional information has been received. For example, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admission will inform the candidate. Notification of an Admission Decision ● Under direct admissions, or Augsburg Applies 2U program, students with a 2.75 or higher GPA will be notified immediately of their admission decision. Students who are applying to Augsburg outside of those programs, will be notified within two weeks after the application file is complete and has been evaluated. Notification is on a rolling basis and begins in September. Confirmation of Admission ● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission. Students who wish to live in university housing must submit a housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Office of Admission and consult the specific department’s section of this catalog. Undergraduate Day Transfers Information regarding transfer credit policies is found in the Academic Information section of the catalog. Application for Admission ● Students should complete the application for admission, including the essay question(s), and submit them to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Recommendations ● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or spiritual leader. Additional Information ● If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admission counselor. Academic recommendations may be required by the Admission Committee before an admission decision is made. On occasion, the Admission Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admission Office will inform the candidate. 17 Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Adult Undergraduate Students Information regarding transfer credit policies is found in the Academic Information section of the catalog. The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are required to meet the following requirements for admission consideration for any Adult Undergraduate program: ● ● ● Have a minimum of 12 transferable credits and Are applying to one of the 11 eligible Adult Undergraduate majors and Students must meet one of the following requirements: o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or more transferable credits o Have 3+ years full-time work experience since high school graduation o Have 3+ years of significant family care commitment since high school graduation o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation o Have military service since high school graduation o 24 years or older at the date of matriculation AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg University advisor when considering the Adult Undergraduate program. Application for Admission ● Students should complete the application for admission and submit it to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer or commonapp.org. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Readmission Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester students who have not registered for courses at Augsburg University for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Readmitting students do not pay an application fee. 18 To apply for readmission after withdrawing from the university, students must submit an Application for Readmission. ● ● ● ● ● ● The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. Students who must withdraw solely due to military service obligations will be able to readmit by submitting the Application for Readmission to the Registrar’s Office. Currently serving members of the military are encouraged to review Augsburg’s Military Called to Active Duty policy if a call to service will interrupt a semester in progress. If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. All financial holds must be cleared before a student can be approved for readmission. If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Non-Degree Students Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admission Office. Second Degree Students Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. We welcome students from all over the world wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United States will be considered an international applicant. For admission and/or financial aid questions, please contact us by emailing internationaladmissions@augsburg.edu or calling 612-330-1359. Foreign Credential Evaluation Students who have attended a college or university outside of the United States are required to submit international transcript(s) accompanied by a professional credit evaluation. This evaluation should include the following: ● Course-by-course evaluation to show a complete course listing with credit values and grades received for each course 19 ● ● ● Calculation of grade point average to demonstrate the cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0 Translation to English (if applicable) Analysis of credentials (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept evaluations from any member of the National Association of Credential Evaluators (www.naces.org). 20 Financing Your Education The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day. Fees (full-time enrollment) The standard program fees are the Student Activity Fee, Technology Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full-Time Cost – Fall and Spring 2022-2023 Semester Year ● ● ● $20,642.00 $390.00 $1,290 per credit $41,284.00 $780.00 $5,160 per 4 credits Tuition – Full-Time (12-19 credits per term) Fees – (12-19 credits per term) Overload Fee – (over 19 credits) Part-Time Cost – Fall and Spring 2021-2022 ● ● Tuition –Part-Time (less than 12 credits) Fees – (less than 12 credits) $1,290 per credit $212.00 per term $5,160 per 4 credits Other Costs ● ● ● ● Audit Fee (taking a class for no credit) Music Lesson Fees ½ Hour Lesson 1 Hour Lesson $1,000.00 per course $400.00 $800.00 Room and Board Costs ● ● Detailed housing rates are available through Residence Life Office at www.augsburg.edu/residencelife/rates. Detailed meal plan rates and flex point options can be found at https://www.augsburg.edu/residencelife/rates/. Adult Undergraduate Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate. Tuition Students are charged per credit. Students are charged based on their program regardless if they take a course through a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. ● ● Adult Undergraduate - Minneapolis Adult Undergraduate - Rochester $440.00 per credit $440.00 per credit 21 $1,760.00 per 4.0 credits $1,760.00 per 4.0 credits Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via email. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid programs. 22 The primary responsibility for financing a university education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need additional information about any of these programs. In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans. ● ● Federal Direct Student Loan o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. ● Federal College Work Study Program and Minnesota State Work Study Program o Under these programs, the federal or state government supplies funds on a matching basis with the university to provide part-time work opportunities. 23 Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. 24 Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the university, the withdrawal date will be the last date of academic activity determined by the university. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they 25 ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. 2. 3. 4. 5. 6. Unsubsidized Direct Loan Subsidized Direct Loan Direct PLUS Loans Federal Pell Grants Federal Supplemental Educational Opportunity Grant (SEOG) TEACH Grant Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that all of your financial aid has been applied to your account and nothing is left pending.) Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students do not need to request a bookstore account. Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess 26 financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for Additional Funds Full Name: Student ID number: Additional request: Students will receive an email when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Eligibility Due to a Drug Offense A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.] A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs First offense: one year from the date of conviction Second offense: two years from the date of the second conviction Third offense: indefinitely from the date of the third conviction For the sale of illegal drugs First offense: two years from the date of conviction Second offense: indefinitely from the date of the second conviction A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: 27 ● ● ● ● The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 28 Residence Life Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items: ● Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Facilities Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upper class students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks, and dressers. 29 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a meal-to-go program for those on a tight schedule. Students have the option of using one meal exchange each week at Einsteins or Nabo to supplement the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. 30 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the university and the surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg will add dimension to their education. There are over 50 student organizations that students can join, and students may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Campus Life About Campus Life Mission Statement Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg community. Philosophy Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new students as well as through leadership and developmental education. Program Areas Campus Involvement Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University. It advocates for ideas, concerns, needs, and activities of the Day Student Body. Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies, and much more. 31 Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards, including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients. Student organizations provide students the opportunity to become involved in various interests, passions, and activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an organization around a common purpose while making an impact on both the Augsburg and greater community. Commuter Student Life The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to gather, study, watch television, play games, and just relax. Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson Residence Hall and the ground floor of Science Hall. Leadership Development Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater communities. Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness, knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments for incoming first-year and transfer students by learning to work across social identities and backgrounds while implementing orientation programming. Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of leadership. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about university resources and services; and get a taste of life on campus. Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg University. Students will learn about university resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg University. Military and Veteran Services The Student Veteran Representative is available to provide assistance to active military personnel and student veterans around concerns such as financial aid, military benefits, and student programming. To connect with them, email studentvetrep@augsburg.edu. The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who are active military personnel and student veterans to lounge, study, and connect with each other. 32 Campus Ministry At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a university of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, vocational discernment or information. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are examples of the wide variety of activities on campus. Community Engagement The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We equip students, faculty, staff, and community members to address public issues, make change, and build a more trustworthy democracy. Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape their lives and communities. The Sabo Center serves as a: Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting campus and community through partnerships, classes, and more. Leadership Incubator: We cultivate transformational public leadership through programs that build individual and collective power. Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make change in their own communities. Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and democracy building. Utilizing a public work framework, we engage with students, scholars, and community members to co-create democracy in our communities and in our institutions. Bonner LEAD Fellows In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called Bonner LEAD Fellows (Leaders for Equity, Action, and Democracy). Through this program, students have paid positions in community based organizations and community serving programs. Those selected to be Bonner LEAD Fellows are students with diverse racial, ethnic and geographical backgrounds and experience in community and public work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on and off campus. Campus Kitchen Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: ● Food to Share 33 o ● ● Meals served and grocery bags distributed by student employees, volunteers, and service learners to youth programs, seniors, and community centers. Most of the meals are created with the surplus food from Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes. Food to Grow o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community members to grow their own food. Communal plots are open for anyone to harvest from, and excess produce is incorporated into the meal program. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and on campus. Participants learn about the connections between food, health, and the environment; and develop cooking and gardening skills. Environmental Stewardship Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic, and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental changes in our practices, facilities, curriculum, and campus culture. Community Engaged Learning Community Engaged Learning provides students with opportunities to understand and respond to social issues through course-embedded service experiences and civic engagement activities. A key component of community engaged learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. Workshops The Sabo Center offers workshops and training sessions on topics related to civic, community organizing, and political engagement. Workshops are open to students, staff, faculty, and community members. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Life, Equity and Inclusion Initiatives, American Indian Student Services, Latins Student Services, LGBTQIA+ Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, University Events, the Copy Center, Shipping and Receiving, Dining Services, and Mail Services. 34 The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this area for student organization use. Day Student Government The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of Augsburg University. 35 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, Library and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Resources Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, https://sites.augsburg.edu/techdesk/, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready 36 student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work The Clair and Gladys Strommen Center for Meaningful Work provides career education and planning services that equip students to make effective choices about their major and career path. We help students develop lifelong career management skills that honor their unique gifts and aspirations, aligned with active citizenship in the world. The Strommen Center plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation. We help students and alumni: ● ● ● ● ● ● ● ● ● Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships ● ● Internships for Academic Credit o An internship for credit is a carefully planned, work-based learning experience where a student focuses on specific learning objectives. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will fulfill the Augsburg Experience graduation requirement. Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register for the internship during the term in which they will be completing the experience, set learning goals, complete a minimum 37 ● of 80 hours, and reflect on their experience. Strommen Center staff supervise non-credit internships and evaluate the reflection process. Work Connections (Available to AU students only) o Work Connections is a non-credit option available to AU students who are currently working full or part-time. The Work Connections option allows AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their project and reflection work. Students write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Strommen Center staff supervise and evaluate the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating units: Academic Advising The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies, procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers academic progress questions, and provides comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting). Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year, students declare their major and are assigned to a faculty mentor in their major department, developing the faculty-student mentoring relationship. While all students are required to meet with their faculty mentor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Auggie Achievers Program Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in one of several courses designed to develop and enhance important study habits and life skills needed to aid in academic success. In addition, the program helps students transition to college through one-on-one meetings with their academic advisor. Tutoring/Supplemental Instruction Services Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an email as soon as a tutor is available. Satisfactory Academic Progress Probation Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all 38 necessary requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is placed on the student’s record, which will prevent registration until the necessary Probation requirements have been completed. Students who do not complete the requirements as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this catalog. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic standing, and graduate within six years. The program serves students who are low-income, first-generation college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff advisor to address academic success issues through: ● Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building 39 ● ● ● ● ● ● ● ● ● ● ● ● ● ● Academic degree planning, including registration planning each term, major and career decision-making, and long-term course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring, with interventions when needed Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS Weekly progress meetings for students on SAP Probation Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term university coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $6,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in: ● ● ● ● ● ● ● ● ● A motivated, diverse, and supportive learning community; Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated national fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; 3-Day Graduate School Application Bootcamp Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide. 40 Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and pre-health science opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research ● Summer Research Program URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $6,000, a supply budget and a housing stipend. ● Academic year research $1,200 to pursue scholarship with a faculty mentor ● Off-campus Summer Research Opportunities URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: ● ● ● ● ● ● ● ● ● ● ● ● ● ● Fulbright U.S. Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Global Grant Marshall (two-year study at UK institution) Udall ($7,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Obama Voyager Scholarship Public Policy and International Affairs Pickering, Payne and Rangel Fellowship Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for: ● ● Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) Other Initiatives ● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity. ● Fund student travel to national academic conferences to present research findings. ● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property. Bernhard Christensen Center for Vocation Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with students, faculty, staff, and off-campus partners to explore how each person’s contributions can be uniquely valuable 41 and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as through the center’s various initiatives. The Christensen Center for Vocation is committed to working with diverse religious communities, nonprofit organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. StepUP® Program The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery focuses around students developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff as well as mental health staff, and participate in community-building activities. Students have access to campus support services in order to ensure their educational success. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that students form while participating in the program last a lifetime. In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student agreement, and live in StepUP housing. Multicultural Life The Department of Multicultural Life strives to be a national leader in multicultural student success and social justice education within higher education. Through collaboration with key departments, offices, and individuals; the development and implementation of cultural- and social-critical educational programming; and the focused mentoring and support of historically underrepresented student populations, the department works to co-create a university environment that allows for all members to fully engage in the entirety of their collegiate experience. MLife is the sister department of Equity and Inclusion Initiatives (EII). EII’s department mission is to facilitate the creating and maintaining of a University environment that affirms, engages, and values the wholeness of all individuals so that they may fully immerse themselves in the Augsburg experience. List of Programs in Multicultural Life: ● ● ● ● ● American Indian Student Services Latinx Student Services LGBTQIA+ Student Services Pan-Afrikan Student Services Pan-Asian Student Services For more information, visit https://www.augsburg.edu/multicultural-life/. You can also find us on Facebook @Multicultural Life- Augsburg University and Instagram at @aumulticulturallife. American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg University since 1978. 42 Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for Native students. For more information, visit https://www.augsburg.edu/aissp/. Latinx Student Services Originally established in January 1994 to support a growing population of international and second generation Hispanic and Latinx students, the office of “Hispanic/Latino Student Services” was rebranded in 2017 to “Latinx Student Services” in recognition of the changing demographics and varied needs of current Latinx students at Augsburg University. Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for Latinx students. For more information, please visit https://www.augsburg.edu/lss/. LGBTQIA+ Student Services Originally a student group named BAGLS (Bi-sexual and Gay Lesbian Services), Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services was transformed into a program when the first permanent staff person was hired in 2003. Now LGBTQIA+ Student Services works to improve the campus climate for all students at Augsburg University by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for Latinx students. For more information, please visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at @augsburglgbtqia. Pan-Afrikan Student Services Pan-Afrikan Student Services traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to the Civil Rights era through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born and it has evolved over the years into Pan-Afrikan Student Services. Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for Pan-African students. For more information, please visit https://www.augsburg.edu/panafrikan/. Pan-Asian Student Services The Pan-Asian Student Services program was created at Augsburg University in 1992 to help recruit and retain Asian-American students and to enhance the quality of their overall collegiate experience. Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for Pan-Asian students. For more information, please visit https://www.augsburg.edu/panasian/. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year. Scholastic Connections is a scholarship program for high-achieving undergraduate students of color at Augsburg University. It is designed to assist students succeed in completing their undergraduate 43 degree and prepare them to be engaged, successful citizens of the world on graduation by facilitating career development and planning. First-Time Applicants Eligibility Criteria: ● ● ● ● ● ● ● A GPA of 2.5 or higher Must have completed at least one full semester at Augsburg University or currently working to complete one semester by award date. Must have at least one full academic year of their education remaining. Be enrolled as a full-time student in the Augsburg Day program for the academic year. Meet the university’s standard of conduct Must demonstrate financial need, defined by Student Financial Services. Complete application and submitted prior to deadline Previous Recipients Renewal Criteria: ● Meet satisfactory academic progress as defined by the university which includes maintaining a minimum cumulative GPA of 2.0 ● Meet the university’s standard of conduct ● Have an updated academic/graduation plan ● Complete application the renewal application Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term, confidential, strengths-based counseling, from a stance of cultural humility which seeks to honor each student’s goals, cultural background, and identities. Counseling services are provided by licensed counselors with extensive experience working with a college population. Counseling is free, confidential, and available to all students enrolled at Augsburg. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to additional campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and 44 other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. If CWC staff are not the right source of support for addressing a student’s concerns, assistance with referrals to community support and specialized services is available. CWC also offers wellness educational programs for the Augsburg community. This includes activities and events to increase student awareness and utilization of health and wellness related skills and tools. CWC staff collaborate with classes, departments, and student groups to support the overall health and well-being of the Augsburg community. A weekly Wellness Wednesday series offers opportunities to de-stress, develop connections, and learn about wellness related tools and skills. To find out more about wellness related activities offered by CWC throughout the year, follow them on instagram @augsburgcwc. Health Insurance Augsburg University does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and Counseling for more information on student health insurance plans. Health Clinic Services The university offers basic health care services to students through a contract with The People’s Center, located just across the street from campus. For students without health insurance, People’s Center provides certain clinic health services (addressing basic health concerns, some immunizations, flu shots) with a minimal $5 co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and People’s Center. People’s Center has dedicated staff available to assist students in accessing insurance if they would like to explore that option. Students with health insurance can also access People’s Center for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-330-1707 or visit www.augsburg.edu/cwc. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall, the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their immigration status while completing their academic programs. Examples of ISSS responsibilities include: ● ● ● ● ● ● ● Advising students in all areas related to F and J immigration regulations Managing the recruitment, application, orientation, registration and advising for exchange students from our international partner schools Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester 45 ● Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, intern with community organizations in Northern Ireland, do an internship in Namibia, door gain fluency in a foreign language in many countries around the world. Programs vary in length from one week to a year abroad. Schedule a virtual or in-person appointment to learn how you can study abroad or study away in the USA. studyabroad.augsburg.edu. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to students. Currently, Augsburg has active exchanges in Austria, China, Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available and all coursework is in English, with the opportunity to study the host country language. Travel grants are available for these programs. For further information on these programs and scholarships visit the CGEE website. Short-term Faculty-led Programs Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks and offerings change annually. Scholarships are available for some programs. Augsburg CGEE Programs in Africa, Europe, Latin America and the USA The purpose of Augsburg’s CGEE programs in Africa, Europe, Latin America and the USA is to provide transformative international and intercultural educational opportunities in order to foster critical analysis of local and global issues so that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s signature programs experience distinct types of living situations: living with other students in a community house, spending several days in a rural setting, living several weeks with host families in urban settings, and camping (on the River Semester program). Scholarships are available. Augsburg in Central America New Activisms, Human Rights and Social Justice in Central America, Yucatan & Chiapas – Fall or Spring This program explores the struggles of people in Mesoamerica, a region that stretches from central Mexico to Costa Rica. While learning or polishing your Spanish, you will know more about the human rights crisis the region currently faces from the perspective of historically marginalized communities (such as: Indigenous and Afro-descendant people, 46 peasant communities, women, members of LGTBQ+, and youth). You will explore the historical causes of social, ethnic, racial, and political conflicts that have shaped the region and engage with communities, groups and individuals who are organizing themselves to respond to the challenges they face today: From the use of history and memory in local struggles for reparation and justice; to reflections about how religion has informed feminist, Afro-descedant, queer, and environmental initiatives; to sharing time with people carving out new economic and social alternatives or forced to flee their homes due to political, environmental, or economic causes. See full program description on the program website. Augsburg in Mexico Language and Culture in Mexico—Summer CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can take one course per session, and take up to four courses throughout the summer. Students can complete their full Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a number of disciplines (e.g., business, communications, religion, and more). This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and contemporary struggles for peace, justice, and human rights. See a full program description on the program website. Medical Spanish and Clinical Observership in Mexico – Summer With a growing Spanish-speaking population in the United States, there is a critical need for our future medical professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences. See a full program description on the program website. Liberal Arts, Migration and Social Change– Fall and Spring In this experiential, community-based program, students will cross borders constructed by language, nationality, race and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and professional pursuits. This is an excellent program for those who also need to meet General Education Requirements. Students can satisfy general education requirements in Fine Arts, Natural Sciences (with a lab), Social Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options. See a full program description on the program website. Communication and Media Studies: Migration & Social Change in Mexico — Fall The mission of this program is to develop socially-conscious media professionals equipped for the challenges of modern-day media, including responsible journalism on critical issues such as (im)migration and the environment. Through hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies, and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a full program description on the program website. Student Teaching for ESL and Special Education —Spring Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program description on the program website. 47 Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester. See a full program description on the program website. Augsburg in Northern Ireland Conflict, Peace, and Transition in Northern Ireland - Fall or Spring Students will critically examine the work of justice, reconciliation, and repair while learning about the Northern Ireland conflict, often referred to as “The Troubles”. This conflict and its legacy ripple out into the language, governance, and everyday life of Northern Irish citizens. Students will complete an intensive internship, lasting seven weeks of the program, coupled with an internship seminar. Internships will allow students to be actively involved in the ongoing work of peacebuilding and community development in the region. Additional courses include “Understanding the Politics of Northern Ireland,” and “Building a Sustainable Democracy,” earning 16 credits on this program. Throughout the semester, students will meet with community members directly impacted by violence, who now work to share stories and foster healing dialogue. See a full program description on the program website. Augsburg in South Africa and Namibia Decolonizing the Mind: Racial and Environmental Justice in South Africa and Namibia —Fall or Spring This program examines the crucial issues of justice and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—climate change, rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the program website. River Semester Fall Travel from the Headwaters to the Gulf of Mexico as part of this unique educational expedition. Students earn a full semester of college credits with a customized curriculum focused on environmental justice and social change in the Mississippi watershed. This is a chance to explore new ways of learning and living, outside the carbon-intensive confines of mainstream educational practices. By traveling outdoors in a relatively isolated group, the River Semester provides a COVID-safe alternative to on-campus classes and living in the dorms. See more information on the program website. Application Process In order to Study Abroad or Away, students should follow these steps: ● Attend an information session (in person or online). 48 ● ● ● Research programs. Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general requirements. Talk with Student Financial Services staff about payment options. Talk with family members and other staff on campus you work with (such as CLASS or TRiO advisors) Apply by the deadline. Application Deadlines October 1 - Spring semester and winter-break faculty-led programs November 1 - Spring-break faculty-led programs February 1 - Summer Session faculty-led programs March 1 - Fall semester and other summer programs Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines and eligibility requirements set by their programs. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process includes a required Course Equivalency Form, where students list the courses they want to take on their program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other assigned faculty to meet the course equivalencies. Credits, Grades and Residency ● ● ● ● ● Students studying off-campus for a semester/year must take a full load of credits. Students must take courses with traditional A-F grading (P/LP/N is not permitted). Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus are not factored into the GPA. A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg. Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since students remain enrolled at Augsburg while on their programs. Eligibility Following are Augsburg University’s requirements for Study Abroad and Away: ● ● ● ● ● Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher GPA. Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term, faculty-led programs may allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before studying off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to an off-campus study program may be withdrawn from the program. In that case, the student is responsible for all non-recoverable program costs incurred. Students must resolve any outstanding balances on student accounts before studying off campus. Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs on a first come, first served basis. Space is limited, so early application is recommended. 49 Costs and Financial Aid The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular financial aid to their off-campus study program costs. Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals, excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other expenses are not included in the price of semester programs. To assist students with good financial planning, the Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can apply toward the program costs. Students should talk to the Study Abroad and Away team about additional scholarships that are available for semester and academic year programs. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply. The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation, and interpretation/translation services. However, students on winter and spring-break programs pay no additional tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the additional cost of these programs. Students are required to attend the information session and read the advising handbook for any updates to scholarships and financial aid policies. Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on when the notification of withdrawal is received, students may owe only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if applicable. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds. Accessibility CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as program selection. Some accommodations cannot be effectively arranged if requested on short notice. In addition, students should be prepared for the fact that disability is culturally defined differently around the world. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an appointment with CLASS. 50 Continuing Education Program The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg University. Programs are developed through collaborations between academic and administrative departments of the university and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Air Force ROTC AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication, develop physical fitness, and practice military customs and courtesies). College students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force. The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace Studies at the University of St. Thomas at (651) 962-6320. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, visit the University of Minnesota Army ROTC website. 51 Exchange Course Programs Augsburg undergraduate students have the opportunity to enroll in classes through two course sharing consortia, with individual course requests subject to review and approval by Augsburg faculty and staff. The primary purpose of these agreements is to help students remain on track toward degree requirements if Augsburg is unable to offer a class when needed. Registrations through these partnerships will be included in Augsburg tuition charges and factored into student financial aid awards. Students may take no more than one course each term through Augsburg’s exchange programs, including ACTC. Requests to take more than one must be approved by academic petition. Acadeum Course Share Acadeum Course Share is a group of accredited colleges and universities that share select online courses to support students in their educational goals. Students request enrollment within Acadeum, at which point Augsburg staff are notified and will review the request. Please note that only courses included in the CIC Online Course Sharing Consortium are available to Augsburg students. The credit value, grading system, attendance policies, and all course dates are determined by the teaching institution rather than Augsburg. If you have any questions about Acadeum, contact the Augsburg Registrar’s Office at registrar@augsburg.edu. Rize Education Augsburg participates in the Rize course sharing agreement to supplement offerings for the Game Design major. Interested students should contact Professor Jenny Hanson for more information. Additional subjects through Rize may be approved in the future. 52 Academic Policies and Procedures Registration Students must be officially registered for all courses for which they are participating. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. First-year students are required to meet with their academic advisor prior to registration for their first year. All other students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing immunization forms, unmet financial aid requirements, and overdue library books. Another possible reason for a registration hold is an overdue missing official transcript from another institution. Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework. Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible credit. Specific registration dates and deadlines for each semester are listed in the Academic Calendar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form: ● ● ● ● ● THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 19 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a tuition charge.) 53 Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Internship Registration A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg Experience section. International students completing an internship will follow steps outlined on the Strommen Center website under the International Student Internship Registration section. Registration of internships for credit consists of the following steps: ● ● Students must register the internship for the academic term that coincides with the internship experience. Complete the online Internship Site Agreement form and the Internship Registration Form found on the Strommen Center website under the Internships & Augsburg Experience section. The following signatures must be secured prior to the start of your internship. o Faculty Signature: If registering your internship for academic credit you will need to find a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Strommen Center Signature: Requires staff to review important university-wide internship information and ensure all required documents have been submitted. Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to receive credit for an internship include: ● ● ● Watch a short video about successful internships on the Strommen Center website under the Internship Registration Guide section. Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg Experience Requirements section. Copies of the completed form are emailed to the student, their faculty supervisor, and the Strommen Center. Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or department guidelines. Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Crossover Registration Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission. - Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester. AU Program Students - Are permitted to crossover into DAY courses. 54 ROCH Program Students - Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay their program's graduate rate for those courses. Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass grading system. Explanation of grades: Grade Grade Points Description A 4.00 A3.67 B+ 3.33 B 3.00 B2.67 C+ 2.33 C 2.00 C1.67 D+ 1.33 D 1.00 D0.67 F / FN 0.00 Failure P 0.00 Pass* LP 0.00 Low Pass** N 0.00 No Pass *The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses. **The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate courses. Pass/Low Pass/No Pass Grades Students who choose the P/LP/N option are cautioned: ● ● ● In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of at least a D-. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester credits. 55 ● Students may apply no more than eight semester credits with P or LP grades toward a major and no more than four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the family, military commitment). Faculty must submit the grade that the student has earned at the end of the semester, even if the student has requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the incomplete, which is determined by the faculty member in consultation with the student but must not exceed the time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade. To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if the student requests an extension and special circumstances warrant the extension. The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve a longer extension. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics courses with the same course number. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. 56 A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will not receive financial aid for a course that has been previously passed twice. If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for graduation purposes. All attempts will, however, remain on the student’s transcript. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA is as follows: GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; P Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work LP Low Pass, D-, D, or D+ achievement (undergraduate courses only) S Satisfactory N No pass, no credit V Audit, no credit W Withdrawn I Incomplete X Extension, incomplete IP In progress R Repeat GRT Credit granted Required lab component (a credit-bearing grade was earned in the corresponding L lecture course) NG Not graded, no credit Assessment of Student Learning The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting the Office of Academic Affairs. 57 Classification Students are classified when grades are posted at the end of each semester. Classification is based on the number of semester credits completed/earned. Classification First Year Sophomore Junior Senior Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to once each academic year. A Change of Program form must be submitted before the semester begins. Withdrawal from University Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic record. If necessary, students should instead submit a Withdrawal from University form. The deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to the Registrar’s Office. Students must submit an Application for Readmission to re-enroll. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. Leave of Absence (DAY Program Students) Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. The deadline to file a Leave of Absence form is the end of the drop/add period at the start of each semester. Term Off (AU/ROCH Program Students) Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. 58 Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial Services, and Student Affairs serve on the committee. Academic / Financial Petitions Students who wish to request exceptions to academic and financial policies should carefully review and complete the Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week during fall and spring semesters and once each month during the summer semester. Satisfactory Academic Progress (SAP) Suspension Appeals Students who have been academically suspended have the right to appeal their suspension to the Student Standing Committee. Applications for Readmission Students seeking to re-apply to the university after being placed on academic probation or academic suspension must submit an Application for Readmission for review by the Student Standing Committee. Catalog Applicability Only one catalog year may be elected and will apply toward all of a student's general education, major, minor, and concentration requirements. All policies in that year's catalog apply. By default, a student's catalog year will be determined by their first semester of enrollment at Augsburg, or re-enrollment as noted below. Students can request a different catalog year by sending an email to graduation@augsburg.edu. Active Students (Registered, Leave of Absence, Term Off) ● May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of enrollment or any of the subsequent catalogs in effect while an active student. Inactive Students (Withdrawn) ● ● Three or Fewer Years Away o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers) may elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active student. More than Three Years Away o Inactive students who are readmitted after more than three years away (10 or more semesters, including summers) must complete the general education and departmental requirements of the catalog in effect at the time of re-enrollment or any of the subsequent catalogs in effect while an active student. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. 59 Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place or by petition. Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated on an individual basis. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg. (Refer to the Graduation section of the catalog.) Augsburg credits are calculated in semester hours. Credits transferred from an institution using quarter hours will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of credits that would have been earned had the equivalent course(s) been completed at Augsburg. The number of upper-division credits earned from transfer work is based on the course level of the transfer course(s) at the transfer institution, not the course level of the equivalent Augsburg course(s). Transferred coursework with the Augsburg equivalents are captured on the Transfer Evaluation and the degree audit, both of which are accessed from Records and Registration. Credits accepted in transfer are reported on the student’s transcript. Transfer evaluation comments (if any) are sent to the student email address and stored on the comments tab of the degree audit. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Because of this, students who receive a low grade on a course at Augsburg should retake the course at Augsburg rather than take an equivalent course elsewhere. A transferred equivalent will not improve their Augsburg GPA, nor will their transcript show that a higher grade was earned later for the course (or its equivalent). Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements and to be assured that a transfer course will achieve the student’s desired objective(s). Additional resources about transferring credit are available on the Registrar’s Office website. The resources include access to a free, powerful tool called Transferology. Transferology can be used by students and advisors to research transfer course equivalencies and/or develop transfer pathways from universities across the country. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Minnesota Transfer Curriculum Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300). 60 Associate of Arts Degree / Bachelor’s Degree Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300), and will waive one of two Health and Wellness requirements. Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: ● ● ● Waiver of Search for Meaning II Waiver of Augsburg Seminar / Engaging Minneapolis Waiver of both Health and Wellness requirements All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST). Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Assessment of Previous Learning (APL) Program Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the university for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. 61 Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage. Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are outlined on the Registrar’s website. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: ● ● ● ● There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: ● ● ● ● ● There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. 62 Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Requirements Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) or Low Pass (LP) o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. 2. Completion of 36 upper division credits (numbered 300 or above). 3. Completion of a Major—Requirements for each major are listed under the departmental headings. 4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic programs require a higher grade point average or a specific minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC exchange program or study abroad/away through the Augsburg Center for Global Education and Experience. Senior Residence Requirement No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program. ● Transfer courses count against the senior residence requirement. Therefore, students are encouraged to complete transfer work prior to the final 32 credits for the degree. ● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment -- are not counted against the senior residence requirement. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. 63 The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should regularly review their degree audits and follow up with an academic advisor or faculty mentor about any questions or concerns. In conjunction with their faculty mentor or advisor, students should consult their degree audits when preparing for registration. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program planning. Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what makes a student eligible for commencement ceremony communications and the conferral of their degree upon program completion. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incomplete or open courses on the academic record. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg. Visit the Registrar’s Office webpage for additional information. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony selected on the Intent to Graduation application. Diploma Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion of the final degree requirement. This mailing will be sent to the address that displays in their Records & Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing 64 addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s Office. Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or major(s) completed. Augsburg offers the following undergraduate degrees: Bachelor of Science, Bachelor of Arts, and Bachelor of Music. Final, Official Transcript Each graduate who has satisfied all Student Financial account obligations at the time of the diploma mailing will receive their official transcript in a sealed envelope as part of the diploma mailing. To remain official, the sealed transcript envelope must remain sealed. Each graduate who has not satisfied all obligations at the time of the diploma mailing will be responsible for taking care of their Student Financial account obligations. Once met, their official transcript will be mailed to them and additional copies can be ordered and released. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following standards could result in suspension from the university. Requirements At the end of each fall, spring and summer term, the university will review the academic progress of all registered undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including transfer credits). Students who do not meet these requirements will be placed on Academic Probation. GPA Calculation Refer to the Evaluation and Grading section of this catalog. Minimum Credits Completed Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits as defined by the Registrar’s Office. Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been submitted when SAP is run will count against completion rate. Repeat courses and remedial courses are not counted towards the cumulative attempted credits. Credit Completion Rate Calculation ● ● ● Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP). o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total number of attempted credits. Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P). Divide earned credits by attempted credits (do not round numbers up or down) o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37% o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96% 65 Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards and appropriate notation will be placed on the permanent transcript. Probation Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising). Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a petition to the Student Standing Committee. At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning. If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will again be required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do not follow through with SAP requirements. Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student Standing Committee will review their application for readmission. If cumulative and term standards are not met, students will be Suspended. For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/. Suspension Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application for readmission. Recommendations on how to be successful in the readmission process may be outlined in the suspension letter. Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn less than a 1.00 GPA during their first term at Augsburg will be suspended. Professional Program Dismissal Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at inside.augsburg.edu/studentaffairs/studentguide. Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways: 66 ● ● Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. Enrollment/Degree Verification Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans, eligible spouses and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. 67 Augsburg Core Curriculum Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to cross cultures and work across differences. Wellness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg University education strives to educate its students in a real world for the real world. Undergraduate Student Learning Outcomes The university’s mission statement offers a series of educational values: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences. As Informed Citizens, students are learning to … ● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways ● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts As Thoughtful Stewards, students are learning to … ● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context ● identify the broad foundations for sustainable living and apply them in demonstrable ways As Critical Thinkers, students are learning to … ● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims ● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats As Responsible Leaders, students are learning to … ● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments ● articulate and solve problems in creative, analytical, and integrative ways 68 Overview of the Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements include a liberal arts foundation, signature courses and experiences, skills development, and a keystone. Entry Level Placement Tests Math, Writing, English (if applicable), and language placement for Language courses. The Augsburg Core Curriculum The Augsburg First Year ● ● ● Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum ● ● ● Religion, Vocation, and the Search for Meaning I and II Augsburg Experience Senior Keystone The Liberal Arts Foundation ● ● ● ● Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Skills The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling lives, including: ● ● ● ● ● ● ● ● ● ● Writing Critical Thinking Oral Communication Information Literacy Quantitative Literacy Religious Literacy Problem Solving Intercultural Competence Civic Agency and Engagement Health and Wellness Entry Level Placement Tests Prior to their first registration, students will complete placement tests in: ● ● ● ● Mathematics Writing Language Placement and, if applicable, English Language Learning 69 First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required developmental and writing courses by the end of their third term. The developmental courses subject to this policy are: ● ● ● ● ENL 101 ENL 111 ENL 217 / 218 MAT 090/ 105 Mathematics For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice questions and other information are available on the Academic Advising website -- students are encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of enrollment. Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 090: Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer an equivalent English composition course from another institution or Advanced Placement English Language and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111). Modern Language Placement Test Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their exploration of modern language at the level identified by the placement test. This online placement is administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those specific languages. Students speaking other languages can take a test through Language Testing International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg. English Language Learners Assessment Students whose primary language is other than English will complete a placement to determine preparedness for classes taught in English and may need to complete an English Language Learning course(s). This placement is administered by Academic Advising. 70 Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing II with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance on the first day of class is required. Language For students who have not previously studied a second language, completion of a two-course sequence in the same language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and sometimes override assessment results as deemed appropriate. Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Health and Wellness Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: ● ● ● Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: ● ● ● Liberal Arts Foundation Signature Curriculum Skills Development 71 The Augsburg First Year To smooth the transition to higher education and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar and Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or service-learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. 72 Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender, Sexuality, and Women’s Studies. Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement, that course may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater. One fine arts LAF requirement can be met by participating in one of the following: ● ● ● Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements. For majors that allow both options, please note that students must choose either the Liberal Arts Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student. 73 Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Data Science Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: ● ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Data Science Mathematical Economics Mathematics Music Therapy Nursing Physics 74 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty mentors. Majors and Areas of Emphasis Accounting American Indian, First Nations, and Indigenous Studies Art Education Art History Biochemistry (BS) Biology (BS) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Arts/Literature Communication Studies Computer Science (BA or BS) Critical Race and Ethnicity Studies Cross-Cultural Studies Data Science (BS) Economics Applied Economics Economics Economics/Business Administration Economics/Political Science Mathematical Economics (BS) Education Elementary Education (BA or BS) Kindergarten-Elementary (BA or BS- licensure) English as a Second Language Special Education: Academic Behavioral Strategist Health Education (BA or BS) History Interdisciplinary Studies International Business International Relations Management Management Information Systems Marketing Mathematics (BA or BS) Music Music (BA) Music Education (BM) Music Education (Community-Based, non-licensure track) (BM) Music Therapy (BS) New Media Nursing (BSN - offered through AU only) Philosophy Physical Education (BA or BS) Physics (BA or BS) Political Science Political Science Political Science/Economics (teacher licensure) Pre-Law Public Policy/Political Change Psychology Religion Social Work (BSW) Sociology Spanish Student-Designed Major Studio Art Theater Theology and Public Leadership Urban Studies English Environmental Studies Exercise Science (BA or BS) Film Finance Gender, Sexuality, and Women’s Studies Graphic Design 75 Minors Accounting American Indian, First Nations, and Indigenous Studies Art Architecture Art History Graphic Design Studio Art Biology Business Administration Business Minor for Science Majors Entrepreneurial Studies Chemistry Communication Studies Computer Science Critical Race and Ethnicity Studies Culture and Social Justice Data Science Economics English Literature, Language, and Theory Writing Creative Writing Environmental Studies Exercise Science Film Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education History International Business International Relations Languages and Cross-Cultural Studies French German Spanish Leadership Studies Management Information Systems Business Analytics Marketing Mathematics Statistics Medieval Studies Music Creativity Music Music Business Music Production New Media Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion Social Welfare Sociology Special Education Theater Musical Theater Urban Studies Youth Studies 76 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: ● A statement of learning goals and objectives ● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with an academic major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. ● A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course. ● Submit the completed proposal and supporting documentation to the Office of Academic Affairs. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the university catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. 77 Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that the student is making progress towards the degree. Students should know that registration for ACTC courses can be limited and are advised to submit registration materials at the earliest possible time. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who works directly with students pursuing health care fields. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs ● ● ● ● Pre-Health Science o See Biology Departmental page Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score. Pre-Pharmacy o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary o A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. 78 Academic Organization and Departments As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees: ● ● ● Bachelor of Arts Bachelor of Music Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily guides course planning. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 198 – Internship/On-campus 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 79 399 - Internship/Off-campus (4 credits) A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 - Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 - Independent Study/Research An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Year All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16 weeks. In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester. Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for three-and-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits per semester. Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may take up to 19 credits per semester. Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Course Offerings In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when specific courses are offered. Credit Hour Definition Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. 80 Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester. Divisions and Departments The university curriculum is offered by academic departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities Natural and Social Sciences Professional Studies American Indian, First Nations, and Indigenous Studies Biology Business Administration Art and Design Chemistry Education Communication Studies, Film, and New Media Clinical Psychology Health, Physical Education, and Exercise Science Critical Race and Ethnicity Studies Economics Nursing English Mathematics, Statistics, and Computer Science Gender, Sexuality, and Women’s Studies Physics History Political Science Languages and Cross-Cultural Studies Psychology Music Sociology Religion and Philosophy Theater 81 Social Work Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 82 American Indian, First Nations, and Indigenous Studies American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indigenous cultures. Faculty Eric Buffalohead (Chair), Elise Marubbio, , Vinodh Kutty, Jennifer Simon Degree and Major Requirements American Indian, First Nations, and Indigenous Studies Major Ten courses, including: ● ● ● ● ● ● ● AIS 105 - Introduction to American Indian Studies AIS 202 - Indigenous Forms of Cultural Expression AIS 205 - Contemporary American Indian Issues AIS 304 - Engaging Native Communities AIS 380 - Decolonizing Practices: Reading, Writing, Research AIS 405 - Indigenous Activism and Resistance in the Americas Four elective courses, of which at least two must be upper division, chosen from the following: o AIS 193 - Topics Workshop: Well-Being and Success in the University o AIS 208 - Native American/First Nations Women and Film o AIS 264 - American Indians in the Cinema o AIS 295 - Topics o AIS 299 - Directed Study o AIS 302 - Indigenous Expressive Forms o AIS 305 - Indigenous Issues of the Americas o AIS 364 - Indigenous Filmmakers o AIS 393 - Topics Workshop: Well-Being and Success After University o AIS 396 - Internship o AIS 397 - Internship o AIS 398 - Internship o AIS 399 - Internship o AIS 495 - Topics o AIS 498 - Independent Study/Research o AIS 499 - Independent Study o ART 290 - Native American Art o DAK 111 - Beginning Dakota I o DAK 112 - Beginning Dakota II o HIS 236 - American Indian History o OJB 111 - Beginning Ojibwe I o OJB 112 - Beginning Ojibwe II o RLN 370 - American Indian Spirituality and Philosophical Thought *AIS Majors complete the Keystone requirement by taking AIS 405. 83 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by DST 164, MAT 111, MAT 145, MAT 146, MAT 163, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian, First Nations, and Indigenous Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 84 Art and Design Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community engagement and real-life experiences. On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 10-15 majors annually with Bachelor of Arts degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and architecture provide additional opportunities for specialization. For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re excited to be here in the center of the city. You will be, too. Art and Design Faculty and Staff Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland Jenny Wheatley: Gallery Coordinator Degree and Major Requirements Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student supply kit fees. Graduation Skills The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses and are met by completing the majors. Quantitative Reasoning (QR) requirement is met by completing one of the following courses: MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119. Studio Art Major Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Design ● ART 107 – Drawing ● ART 240 - Art History Survey ● One course in two-dimensional art chosen from the following o ART 118 - Painting I o ART 201 - Introduction to Graphic Design o ART 220 - Screen Printing I o ART 223 - Print Making I o ART 257 - Watercolor Painting I ● One course in three-dimensional art chosen from the following o ART 221 - Sculpture I o ART 250 - Ceramics I o ART 280 - Hand Papermaking and Book Arts I 85 ● ● ● ● Five additional studio arts courses Two additional upper division art history courses o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition. Art Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Design ● ART 107 – Drawing ● ART 240 - Art History Survey ● One course in painting from: o ART 118 - Painting I o ART 257 - Watercolor Painting I ● One course in three-dimensional art from: o ART 221 - Sculpture I o ART 250 - Ceramics I ● One course in graphic arts from: o ART 132 - Photography I o ART 220 - Screen Printing I o ART 223 - Print Making I ● One course in fibers: ART 280 - Hand Papermaking and Book Arts I ● One course in computer design from: o ART 201 - Introduction to Graphic Design o ART 202 – Typography ● Two second-level courses in two different disciplines ● Two additional upper division art history courses from: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art 86 ● ● ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in the spring semester. Graphic Design Major ● ● ● ● ● ● ● ● All of the following skill and workshop courses: o ART 124 - Graphic Design Production: InDesign o ART 125 - Graphic Design Production: Illustrator o ART 126 - Graphic Design Production: Photoshop o ART 127 - Graphic Design Production: HTML/CSS o ART 226 - Artist Workshop All of the following core courses: o ART 133 - Introduction to Digital Photography o ART 201 - Introduction to Graphic Design o ART 202 - Typography o ART 240 - Art History Survey o ART 315 - Graphic Systems o ART 324 - Design Studio I o ART 326 - Design Studio II o ART 424 - Advanced Design Studio III o ART 425 - Advanced Design Studio IV One of the following courses in drawing: o ART 107 - Drawing o ART 122 - Plein Air Sketching I One of the following courses in three-dimensional art form: o ART 105 - Introduction to Architectural Drawing o ART 221 - Sculpture I o ART 250 - Ceramics I o ART 280 - Hand Papermaking and Book Arts I One of the following courses in art history: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art One elective ART course (4 credits): o Any other ART course not listed above ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Art History Major ● Eight art history or architectural history courses including: o ART 240 - Art History Survey o ART 388 - Modern Art o Six other art history or architectural history courses 87 ● ● ● Two studio courses: o ART 102 - Design or ART 107 - Drawing o ART 118 - Painting I or ART 221 - Sculpture I ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Art History majors must participate in a group exhibition and review in their junior year, followed by creating and curating a research-based exhibition with faculty review in their senior year. Double Major Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Architecture Minor Five courses including: ● ART 105 - Introduction to Architectural Drawing ● ART 210 - Drawing for Design in Architecture ● ART 243 - History of Architecture to 1750 ● ART 244 - History of Architecture after 1750 ● ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Graphic Design Minor The following skill courses: ● ART 124 - Graphic Design Production: InDesign ● ART 125 - Graphic Design Production: Illustrator ● ART 126 - Graphic Design Production: Photoshop ● ART 127 - Graphic Design Production: HTML/CSS The following core courses: ● ART 107 - Drawing or ART 122 - Plein Air Sketching I ● ART 201 - Introduction to Graphic Design ● ART 202 - Typography ● ART 315 - Graphic Systems ● ART 324 - Design Studio I Studio Art Minor Five courses including: ● ART 107 – Drawing ● ART 240 – Art History Survey ● Three additional studio courses. For a complete list of courses and descriptions, see the Course Description Search. 88 Biochemistry Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich complexity and variety of life. Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and biochemists are trained to appreciate those mechanisms on a uniquely fundamental level. Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians. The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both departments who focus specifically on biochemistry for their academic vocation. Biochemistry Faculty Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck, Joan Kunz, Benjamin Binder, Amanda Case, Vivian Feng, Michael Wentzel (Chair). Degree and Major Requirements Bachelor of Science in Biochemistry Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 354and 354L - Cell Biology BIO/CHM 369 and 369L – Biochemistry BIO/CHM 370 - Biochemistry II CHM 115 and 115L - General Chemistry I and Lab CHM 116 and 116L - General Chemistry II and Lab CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L - Calculus I One of MAT 146 or MAT 255 o MAT 146 and 146L - Calculus II o MAT 255- Multivariable Calculus Two semesters of CHM 491 - Chemistry Seminar Minimum 8 additional credits from: o BIO 355and 355L- Genetics o BIO 361 and 361L - Plant Biology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology 89 ● ● o BIO 486 - Immunology o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o PHY 317 - Biophysics o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major) o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry o BIO 499 / CHM 499 - Independent Study (maximum 4 credits) Four credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab One Keystone course chosen from: o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. General Education Accommodation BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Transfer Course Policy for Majors and Minors Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the departments, subject to review by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be completed in residence (at Augsburg University). Departmental Honors in Biochemistry The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major. Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research). Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors 90 process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of C- in all courses that are prerequisite for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses applied toward the major must be traditionally graded. Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or chemistry during their final year of the program. The exam will appear on the graduation checklist. Biochemistry for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making an application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson Blackwell. Graduate Training in Biochemistry Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through internships and summer research experiences. Careful consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research options. For a complete list of courses and descriptions, see the Course Description Search. 91 Biology From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our students acquire the necessary knowledge to fully understand biological phenomena. Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and (5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty and subsequently present your research at regional, national, and international meetings. Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in post-secondary teaching, basic and applied research, and public health or have entered professional programs in medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as laboratory technologists and teachers. Biology Faculty Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck Degree and Major Requirements Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. All of the following courses are required for the major: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity BIO 354 and 354L - Cell Biology BIO 355 and 355L - Genetics CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I One of PHY 107, PHY 116, or PHY 121 o PHY 107 and 107L - College Physics I o PHY 116 and 116L - Introduction to Physics o PHY 121 and 121L - General Physics I MAT 114 - Precalculus (or achievement of MPG 4) One of DST 164, MAT 145, MAT 163, or PSY 215 o DST 164 - Introduction to Statistics (with R) o MAT 145 and 145L - Calculus I o MAT 163 - Introductory Statistics o PSY 215 - Research Methods and Statistics I One Keystone course chosen from: 92 ● o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Five additional upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481, or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different BIO485 courses in place of one upper division elective: o BIO 351 and 351L - Invertebrate Zoology o BIO 353 and 353L - Comparative Vertebrate Anatomy o BIO 361 and 361L - Plant Biology o BIO 369 and 369L - Biochemistry o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 444 and 444L - Genomics and Biotechnology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology o BIO 481 and 481L - Ecology o BIO 485 - Advanced Topics in Biology (completed twice) o BIO 486 - Immunology o BIO 495 - Special Topics in Biology o ENV 320 and 320L - Environmental Science o PHY 317 and 317L - Biophysics General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted. Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. 93 Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by successfully completing one of the following: 1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399, BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and a written report in the style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the time of the proposal submission so that successful recipients of departmental honors can be recognized during graduation ceremonies. 2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final presentation). Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg University. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 354, BIO 355 and Organic Chemistry in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 354 and BIO 355 in order to fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making an application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey Richardson Blackwell. Post-baccalaureate programs generally discourage students from taking courses with the Pass/Low Pass/No Pass option. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through 94 internships and summer research experiences. Careful consultation with a biology advisor is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives. Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an introductory geology course. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. The state requirements may be subject to change after the publication of this catalog. Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University. Students must have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 95 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy Freiheit (Psychology), David Matz (Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen courses, including at least five courses numbered 300 or above: ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Ecology, Evolution and Diversity BIO 354and 354L- Cell Biology BIO 475 and 475L - Neurobiology CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 – Biopsychology Two Psychology electives from the following: o PSY 253 - Aging and Adulthood o PSY 262 - Psychopathology o Either PSY 299 or two semesters of PSY 360 ▪ PSY 299 - Directed Study (Research in Biopsychology) ▪ PSY 360 - Psychology Laboratory (two semesters) o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 391 - Individual Differences o PSY 410 - Clinical Neuropsychology o PSY 491 - Advanced Research Seminar o PSYC 322 - Sensation and Perception (St. Thomas) o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) o PSYC 378 - Psychology of Language (Macalester) o PSYC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: o BIO 355and 355L- Genetics o BIO 369 and 369L - Biochemistry o BIO 471 and 471L - Advanced Cell and Molecular Biology o BIO 473 and 473L- Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology 96 ● o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) o BIOL 356 - Cellular and Molecular Neuroscience (Macalester) o PHY 317 and 317L – Biophysics One Keystone course chosen from: o BIO 490 - Biology Keystone o PSY 400 - Keystone Internship o SCI 490 - Integrated Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. Other Requirements An average grade of C-, with no grade below a D is required for BIO 151 and 152. At least two of the electives applied towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 97 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jacob Enger, Cory Erickson, Marc D. Isaacson, Soebin Jang, Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield General Requirements Majors The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined Business and Economics major, which incorporates courses from both the Departments of Business Administration and Economics. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. The Department of Business Administration offers eight minors: Business Administration (for non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International Business, Music Business, Accounting, Management Information Systems, and Marketing. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area or the chair. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The Business Administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is recommended students start the process during their junior year. More information is available on the Departmental Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information. Internships Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department 98 offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding an internship placement within an organization which supports their major and provides direction and support. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for international business courses or other overseas opportunities. Master of Business Administration Classes Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those courses towards their undergraduate degree. Students must meet the following criteria: ● ● ● ● Undergraduate business students in good academic standing with an overall GPA of 3.50 or better Undergraduate students who have taken all of the prerequisite courses Advisor approval required Permission of the MBA Director required Undergraduate senior business students may take up to a maximum of two graduate courses. If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course. Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies: No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42 additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the courses selected will count toward the appropriate programs (at Augsburg or elsewhere). P/LP/N Grades Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details regarding P/LP/N grades. Business Core Requirements* *The exceptions are the Business/Economics major and the Music Business major. Thirteen courses including: ● ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management BUS 301 - Business Law BUS 362 - International Business ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors) o MIS 264 - Statistical Literacy for Managers o MIS 379 - Quantitative Methods for Business and Economics MKT 252 - Principles of Marketing One of the following mathematics courses: o MAT 110 - Finite Mathematics o MAT 111 - Mathematics in Society o MAT 114 – Precalculus 99 o o o ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 202- Discrete Mathematics for Computing (MAT 202 is required for Management Information Systems majors) o o DST 334 - Statistical Modeling One of the following communications courses: o COM 111 - Public Speaking o COM 112 - Contest Public Speaking o COM 115 - Scientific and Technical Public Speaking o ENL 223 - Writing for Business and the Professions o ENL 240 - Foundations of Literary and Cultural Study o ENL 241 - Introduction to Cinema Art o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815 o HIS 103 - A Global History of Europe Since 1750 o HIS 282 - Women and Gender in U.S. History since 1848 Further explanation of the above: ● ● The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding DST 164, MAT 204, MAT 205, MAT 163, and MAT 325). The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF status. For a complete list of courses and descriptions, see the Course Description Search. 100 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. Within this area, there is one specialization available to Day students called Music Business and another option available to both Day and AU students called the Combined Business and Economics major. These two areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. These majors involve substantial courses from outside the Department. The major requirements for these majors are shown below. Degree and Major Requirements Business Administration Major with a Specialization in Music Business Eight business and economics courses including: ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242) FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Two allied requirements in economics: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Courses: ● ● ● ● ● ● MUS 105 - Careers in Music Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS/BUS 399 – Internship MUS 162 – Entrepreneurship for Creative Businesses** MUS 408 – Current and Future Issues in the Music Industry** **Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of MUS162 and MUS408 12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg), selected from: ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 or MUS 420 - Worlds of Music MUS 241 or MUS441 - History of Jazz (other MUS courses as approved by advisor) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or MIS 379 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 101 Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Eleven courses including: ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing One of MIS 379 or FIN 331 o MIS 379 - Quantitative Methods for Business and Economics o FIN 331 - Financial Management One additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379 and FIN331) ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One other upper division ECO course (ECO399 may not be applied to this requirement) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration *This minor is not available to students majoring in Accounting, Finance, International Business, Management, Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot grant two academic credentials for the same set of courses. Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting MKT 252 - Principles of Marketing BUS 242 - Principles of Management One of MIS 379, MIS 264, or FIN 331 o MIS 379 - Quantitative Methods for Business and Economics o MIS 264 - Statistical Literacy for Managers o FIN 331 - Financial Management One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the Department Chair. Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer Science, Mathematics, Physics, Psychology) Six courses including: 102 ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting One of BUS 242 or ENT 254 o BUS 242 - Principles of Management o ENT 254 - Entrepreneurship ECO 113 - Principles of Microeconomics MKT 252 - Principles of Marketing PHI 120 - Ethics One of BUS 399 or BUS 397 o BUS 399 - Internship o BUS 397 - Internship Minor in Entrepreneurial Studies The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five required courses are intended to be completed during the last three years of school with the capstone class taken during their senior year. ● ● ● ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC 250 - Accounting for Entrepreneurs ECO 113 - Principles of Microeconomics ENT 254 - Entrepreneurship ENT 354 - Managing Innovation and Design Thinking One of BUS/ECO 399 or the ENT Senior Incubation Project o BUS/ECO 399 – Internship o ENT 400-level Senior Incubation Project (course currently in development) Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music Department for requirements. For a complete list of courses and descriptions, see the Course Description Search. 103 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules CMA exam: www.imanet.org/cma_certification Degree and Major Requirements Accounting Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Accounting Courses: Six courses including: ● ● ● ● ● ● ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting ACC 326 - Individual Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion 104 of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from an Augsburg professor and one from an employer) Personal statement Example of their writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Phyllis Kapetanakis Minor in Accounting Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting One of the following: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics o FIN 331 - Financial Management o MIS 260 - Problem Solving for Business o MIS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 105 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Finance Courses Five courses including: ● ● ● ● ● ACC 322 – Intermediate Accounting I ECO 315 - Money and Banking FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 106 International Business The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Required International Business Courses: Four courses including: ● ● ● ● BUS 465 - International Management MKT 466 - International Marketing One of ECO 360, ECO 370, or FIN 460 o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance Complete three semesters of a foreign language o FRE 211 - Intermediate French I o GER 211 - Intermediate German I o SPA 211 - Intermediate Spanish I o Another language in transfer Further explanation of the above: Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in International Business Six courses including: ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC250 - Accounting for Entrepreneurs One of BUS 242 or MKT 252 107 ● ● o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: o BUS 362 - International Business o BUS 465 - International Management o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance o MKT 466 - International Marketing Students should consult the area coordinator concerning acceptable alternatives in international economics. For a complete list of courses and descriptions, see the Course Description Search. 108 Management The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Required Management Courses: Four courses including: ● ● ● ● BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management One of MIS 376 or ECO 318 o MIS 376 - Project Management o ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 109 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements ● Must take MAT 202 as math course Required MIS Courses: Seven courses including: ● ● ● ● ● ● ● MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) One of CSC 170 or CSC 240 o CSC 170 - Introduction to Object-Oriented Programming (Java) o CSC 240 - Information Security and Assurance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Analytics Seven courses including: ● ● ● ● ● ● ● CSC 170 - Introduction to Object-Oriented Programming (Java) MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 479 - Business Analytics - Course has been discontinued – see director chair for alternative options One of DST164, MAT 163, or MIS 379 o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introductory Statistics o MIS 379 - Quantitative Methods for Business and Economics One of MAT 202, MAT 145, or MAT 122 o MAT 202- Discrete Mathematics for Computing o MAT 145 and 145L - Calculus I 110 o MAT 122 - Calculus for Social and Behavioral Sciences Minor in MIS Six courses including: ● ● ● ● ● ACC 221 - Introduction to Financial Accounting One of BUS 242 or MKT 252 o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor): o MIS 270 - Data Management for Business o MIS 375 - E-Commerce o MIS 376 - Project Management o ECO 318 - Management Science For a complete list of courses and descriptions, see the Course Description Search. 111 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field after graduation. Degree and Major Requirements Marketing Major Business Core Requirements Required Marketing Courses: Five courses including: ● ● ● ● ● MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing One of MKT 350 or MKT 354 o MKT 350 - Consumer Behavior o MKT 354 - Sales Management One of MKT 355, MKT 357, or MKT359 o MKT 355 - Marketing Communications o MKT 357 - Advertising o MKT 359 - Digital Marketing Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in Marketing Five courses including: ● ● ● ● MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis One of MKT 355, MKT 357, or MKT359 o MKT 355 - Marketing Communications o MKT 357 – Advertising o MKT 359 - Digital Marketing Two additional marketing courses For a complete list of courses and descriptions, see the Course Description Search. 112 Chemistry Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists: ● ● ● ● To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate varied study areas with the sciences. As science majors, they will be knowledgeable problem solvers who care and connect with the community. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining, understanding and appreciating the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Michael Wentzel (Chair), Jessica Allen, Benjamin Binder, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R. Hanson, Joan C. Kunz Degree and Major Requirements Bachelor of Arts ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 369 and 369L - Biochemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II 113 ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II 4 additional credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II CHM 251 and CHM 251L - Organic Chemistry I CHM 252 and CHM 252L - Organic Chemistry II CHM 280 and CHM 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 369 and CHM 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) CHM 499 - Introduction to Chemical Research SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II COM 115 or COM 111 - a public speaking course One course from: o CHM 464 - Advanced Organic Chemistry o CHM 482 - Advanced Inorganic Chemistry 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab 114 Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and pre-professional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their academic careers. Bachelor of Science (non-ACS-Approved) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II SCI 490 - Integrated Science or other approved Keystone 12-credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 4 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Bachelor of Science (American Chemical Society Approved Major) ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 464 - Advanced Organic Chemistry 115 ● ● ● ● ● ● ● ● ● ● CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Keystone or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II 4-credits from: o CHM 370 - Biochemistry II o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L - Biophysics BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum Modifications section of this catalog for details. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division chemistry courses. Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: ● ● A summer or academic year chemistry, biochemistry or biophysics research or internship via successful completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research). Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal letter of intent will be composed of no more than one page of text providing the following: 1. Title of project; 2. Abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; 3. Name and signature (with date) of your faculty mentor; and 4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry Department) who have agreed to serve as your Departmental Honors Committee. A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year. 116 Minor in Chemistry Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg. Transfer Course Policy for Majors and Minors Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the department, subject to review by the chair. Only those chemistry courses successfully completed (C- or above) will be considered. Other Requirements At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor. Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 117 Communication Studies, Film, and New Media Communication studies is a discipline that utilizes quantitative, qualitative, rhetorical, and critical research to understand and create effective messaging over a wide variety of different contexts. Communication professionals must understand the role that audience and situation play in the creation and dissemination of effective messages. Successful communicators have strong skills in written and oral communication, and in critical and analytical thinking. At Augsburg, the study and practice of communication is grounded in an attempt to understand the role communication plays in creating, maintaining, and challenging relationships and social systems. Students majoring in communication will choose either a concentration in strategic communication or a concentration in applied communication. Faculty Communication Studies Kristen Chamberlain (co-chair), Robert Groven (co-chair), Jenny Hanson, David Lapakko, Michelle Mcateer, Jenna McNallie Film Studies Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Darcey Engen, Raven Johnson, Elise Marubbio New Media Jenny Hanson (Program Director), Kristen Chamberlain, Milda Hedblom, Christopher Houltberg, Jenna McNallie Degree and Major Requirements Communication Studies Major, Bachelor of Arts For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: ● ● ● ● ● ● ● ● One of COM 111, COM 115, or COM 117 o COM 111 - Public Speaking o COM 115 - Scientific and Technical Public Speaking o COM 117 - Business and Professional Speaking COM 254 - Interpersonal Communication COM 301 - Research Methods in Communication Studies COM 329 - Intercultural Communication COM 351 – Argumentation COM 490 - Keystone: Critical Conversations about Vocation Complete one of the following concentrations o Strategic Communication ▪ COM 290 - Writing for Strategic Communication ▪ COM 328 - Multimedia Communication ▪ COM 330 - Crisis Communication ▪ COM 380 - Strategic Communication Campaigns o Applied Communication ▪ COM 305 - Interviewing ▪ COM 345 - Organizational Communication ▪ COM 352 – Persuasion ▪ COM 355 - Small Group Communication Complete two additional electives, including at least one numbered 300 or above, chosen from: o COM 120 - Mass Media and Popular Culture 118 o o o o o o o o o o o COM 180 - Introduction to Communication Studies COM 260 - Environmental Communication COM 295 - Topics COM 299 - Directed Study COM 310 - Family Communication COM 333 - Nonverbal Communication COM 399 - Internship COM 415 - Diversity and Representation in the Media COM 495 - Communication Topics COM 499 - Independent Study NMS 230 - Social Media Strategic Communication Concentration Strategic communication focuses on the creation and evaluation of messages in the fields of journalism, public relations, advertising and marketing. Professionals in strategic communication have an understanding in how research drives both message creation and the assessment of the effectiveness of those messages. The impact of messages on various audiences is an integral part of this concentration. Strategic communication emphasizes strong written, oral, and visual communication skills. Applied Communication Concentration Applied communication is a versatile concentration that prepares communication professionals for a wide range of careers and practices. Courses in this concentration will prepare students for careers in business and management, human relations, nonprofit programming and operations, and community organizing. Students will develop skills that make them more effective and ethical practitioners of communication in one-on-one situations, in working groups and teams, and in organizational contexts. The applied communication concentration emphasizes relationship building as a key component of effective communication. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor For transfer students, at least three of these six courses must be courses completed at Augsburg. Six courses including: ● ● ● ● ● COM 111 - Public Speaking COM 180- Introduction to Communication Studies COM 329 - Intercultural Communication COM 351 - Argumentation Two elective courses chosen from the following 4-credit courses: 119 o o o o o o o o o o o o o o o o o COM 120 - Mass Media and Popular Culture COM 243 - Studio Production COM 247 - Documentary History and Theory COM 254 - Interpersonal Communication COM 260 - Environmental Communication COM 301 - Research Methods in Communication Studies COM 299 - Directed Study COM 333 - Nonverbal Communication COM 345 - Organizational Communication COM 352 - Persuasion COM 355 - Small Group Communication COM 380 - Strategic Communication Campaigns COM 399 - Internship COM 415 - Diversity and Representation in the Media COM 490 - Keystone: Critical Conversations about Vocation COM 495 - Communication Topics COM 499 - Independent Study Film Major The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s Studies, to name a few. Required of all Film Majors: Nine core courses plus three electives from one of two tracks of study: ● ● ● ● ● ● ● ● ● ● FLM 180 - Film Sight and Sound FLM 216 - Film Production I FLM 260 - Documentary Production I FLM 420 - Issues in Contemporary Cinema FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation COM 247 - Documentary History and Theory ENL 241 - Intro to Cinema Arts ENL 371 - History of Cinema One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television) o THR 232 – Acting o THR 233 - Acting for Camera Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may need to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 - Photography ART 215 - Introduction to Web Design ART 315 - Graphic Systems 120 ART 340 - Digital Imaging COM 243 - Studio Production ENL 328- Screenwriting FLM 124 - Monster Movies FLM 240 - Animation FLM 312 - Film Production II FLM 348 - Intermediate Video Production FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study MUS 130 - Introduction to Music in the Fine Arts PHY 119 - Physics for the Fine Arts THR 328 - Theatrical Design Track 2: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: AIS 264 - American Indians in the Cinema AIS 364 - Indigenous Filmmakers AIS 208 - Native American/First Nations Women and Film ART 240 - Art History Survey ENL 240 - Foundations of Literary and Cultural Study ENL 328 - Screenwriting ENL 430 - Advanced Studies in Theory and Method FLM 124 - Monster Movies FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHI 120 - Ethics PHY 119 - Physics for the Fine Arts RLN 319 - Religion at the Movies SPA 248 - Spanish and Latin American Culture Through Film Film Minor ● ● ● ● ● ● COM 120 - Mass Media and Popular Culture COM 247 - Documentary History and Theory ENL 241 - Introduction to Cinema Arts ENL 371 - History of Cinema FLM 180 - Film Sight and Sound FLM 420 - Issues in Contemporary Cinema New Media Major, Bachelor of Arts The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments. The program fosters learning to manage change in media, creating effective expressions (communications, creative works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study to understand the relationships between technology and culture. The major involves options for courses in art, business, communication, computer science, education, English, music, political science, and more. Students are encouraged to double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path of study as approved by the program advisor. Required of all New Media Majors: ● NMS 220 - Foundations of New Media 121 ● ● ● ● ● ● NMS 242 - Electronic Literature COM 415 - Diversity and Representation in the Media POL 371 - Internet Law One of the following: o NMS 399 - Internship o NMS 375 Practicum o Internship, Practicum, or Workshop in Concentration NMS 490 - Vocation and New Media (or Keystone in Concentration) Four courses (or at least 16 credits) from the new media electives list: o ART 102 - Design o ART 124 - Graphic Design Production: InDesign (1cr) o ART 125 - Graphic Design Production: Illustrator (1cr) o ART 126 - Graphic Design Production: Photoshop (1cr) o ART 133 - Introduction to Digital Photography o ART 180 - Intro to Community-based Photography o ART 201 - Introduction to Graphic Design o ART 202 - Typography o ART 215 - Introduction to Web Design o ART 226 - Artist Workshop (1cr) o ART 315 - Graphic Systems o ART 340 - Digital Imaging o COM 243 - Studio Production o CSC 250 - Game Programming on the Web o CSC 431 - Intro to AI Robotics o CSC 495 - Topics: Mobile Applications o EDC 220 - Educational Technology o ENL 226 - Introduction to Creative Writing o ENL 241 - Introduction to Cinema Art o ENL 324 - Creative Non-Fiction o ENL 328 - Screenwriting o ENL 371 - History of Cinema o FLM 180 - Film, Sight, and Sound o FLM 240 - Animation o FLM 260 - Documentary Production I o FLM 372 - Producing for Film and Television o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field o INS 331 - Art and Culture in Political, Social and Historical Context o MUS 221 - Intro to Music Technology o MUS 272 - Human Identity through the Creative Arts o MUS 336 - Arts Management and Concert Promotion o NMS 230 - Social Media o NMS 260 - New Media Production o NMS 295 - Topics in New Media o NMS 320 - Contemporary New Media Practices o NMS 495 - Topics in New Media o NMS 499 - Independent Study o PHI 260 - Philosophy and the Arts o PHY 261 - Electronics o POL 342 - Mass Communication and Society o POL 495 - Impact of the Internet 122 o RLN 216 - Religion and Science in Popular Culture New Media Concentration in Promotional Communication This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make effective use of new media technologies. Students are required to take the New Media core and four of the following courses: COM 120 - Mass Media and Popular Culture COM 380- Strategic Communication Campaigns NMS 230 - Social Media NMS 260 - New Media Production NMS 320 - Contemporary New Media Practices New Media Concentration in Web Design This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in design, learn coding, and obtain valuable skills in understanding the impact of such on society. Students are required to take the New Media core and the following courses: ART 124 - Graphic Design Production: InDesign ART 127 - Graphic Design Production: HTML/CSS ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 315 - Graphic Systems POL 495 - Impact of the Internet Game Design and Development Major This major emphasizes the social significance of computational problem solving within the game narrative and game-based environments. Students are required to take the following courses: ● ● ● ● ● ● ● ● ● ● ● ● ● NMS 220 - Foundations of New Media NMS 242 - Electronic Literature COM 415 - Diversity and Representation in the Media NMS / POL 371 - Internet Law NMS 490 - Vocation and New Media NMS 115 - Introduction to Game History and Design NMS 252 - Content and Systems Design NMS 352 - Unity I: Working With Unity NMS 452 - Unity II: Advanced Unity NMS 475 - Game Design Studio CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 311 - Web Applications and Databases Complete both CSC 170 and CSC 272, or just GDM4 through Rize Education ○ Both CSC 170 and CSC 272 ■ CSC 170 - Introduction to Object-Oriented Programming (Java) ■ CSC 272 - UNIX and C ○ GSM4 - C# Programming New Media Minor Four core courses and 8 elective credits: ● NMS 220 - Foundations of New Media 123 ● ● ● ● NMS 242 - Electronic Literature COM 415 - Diversity and Representation in the Media POL 371 - Topics: Internet Law Two courses or 8 credits from the new media elective list. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the COM 351 for Communication Studies majors and one of DST 164, MAT 111, or PHY 119 for Film and New Media majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 124 Critical Race and Ethnicity Studies The outline of the Critical Race and Ethnicity Studies major and minor have been approved by the Augsburg faculty; Augsburg is currently seeking approval through both the Higher Learning Commission and the Minnesota Office of Higher Education. Some courses listed below are still in development. Degree and Major Requirements A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses must be numbered 300 or above. Each course for the major can only satisfy one requirement. The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined below. ● ● ● ● CRS 101- Introduction to Critical Race and Ethnicity Studies CRS 300 - Critical Race and Ethnicity Studies Theory and Methods CRS 490 - Critical Race and Ethnicity Studies Senior Seminar Complete five focus area courses, with three in the primary focus area and one from each of the other two areas. o Africana Studies ▪ CRS 120 - Topics in Africana Studies ▪ CRS 320 - Topics in Africana Studies ▪ CRS 420 - Colloquium in Africana Studies o Asian American and Pacific Islander Studies ▪ CRS 140 - Topics in Asian American and Pacific Islander Studies ▪ CRS 141 - History Untold: Southeast Asian American Refugee Experiences ▪ CRS 340 - Topics in Asian American and Pacific Islander Studies ▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies o Latine/x Studies ▪ CRS 160 - Topics in Latine/x Studies ▪ CRS 161 - Introduction to Cultural Studies in Latin American and the Caribbean ▪ ● CRS 261 - Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the Caribbean ▪ CRS 360 - Topics in Latine/x Studies ▪ CRS 460 - Colloquium in Latine/x Studies Complete eight credits of additional CRS electives, beyond those applied to requirements above Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in Critical Race and Ethnicity Studies Complete CRS 101 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above. 125 Culture and Social Justice Minor The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories, struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized marketplace. Coordinators Andrew Aoki and Elise Marubbio Minor Requirements A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for approval. One introductory course: AIS 105 - Introduction to American Indian Studies ANT 141 - Introduction to Cultural Anthropology CCS 100 - Introduction to Cultural Studies One course is required from each of the four clusters: Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches to understanding globalization and marginalization. One course is required. AIS 208 - Native American/First Nations Women and Film AIS 364 - Indigenous Filmmakers COM 329 - Intercultural Communication PSY 261 - Personality and Cultural Context SOC 240 - Protest and Social Change: Sociology of Social Movements SOC 265 - Race, Class, and Gender SOC 290 - Cultures of Violence THR 245 - Introduction to Pan-Asian Theater WST 305* - Introduction to Queer Studies WST 315 - Margins as Center: Feminist Theory WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in which Augsburg resides, and be able to explain how those communities have been shaped by and responded to marginalization. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 302 - Indigenous Expressive Forms AIS 304 - Engaging Native Communities POL 122/URB 122 - Social Justice in Urban America 126 National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 264 - American Indians in the Cinema ART 290/ ART 390 - Native American Art ENL 350* - African American Literature ENL 365* - Contemporary Postcolonial Theory and Literature HIS 236 - American Indian History HIS 241, 242, 243 - African American History POL 282 - Asian American Politics THR 270 - Introduction to Black Theater Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national boundaries, and the ways that people around the world are adapting to changing environments. One course is required. AIS 305† - Indigenous Issues of the Americas [Travel or Virtual Travel seminar]* ART 100† - special topic on pottery & spirituality; taught in Guatemala* ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art HIS 150/350 - Revolutions, Republics, and Resilience in Latin America HIS 155/355 - Cultural Conflict and Change in Latin America HIS 162/362 - Modern South Asia HIS 327† - Racism and Resistance in Southern Africa and the United States* HIS 357†* - Mexican History, Culture, and Cosmovision POL 158 - Introduction to Political Science POL 359* - Topics POL 459* - Topics in Comparative Politics SPA 332* - Latin American Civilizations and Culture WST 250 - Global Perspectives on Gender and Sexuality WST 335†* - Contemporary Latin American Women WST 341†* - Globalization, Social Struggles, and the Environment CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement. Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for Global Education and Experience at one of their international locations, while others may be done through a study abroad seminar. Courses marked with an asterisk have one or more prerequisites. One capstone course: In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be able to describe the ways that people around the world adapt to the forces of globalization, and the role that those forces play in creating or reinforcing pressures of marginalization. AIS 405: Indigenous Activism and Resistance in the Americas INS 495: Topics For a complete list of courses and descriptions, see the Course Description Search. 127 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a C- grade. Economics Faculty Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva Degree and Major Requirements Major in Economics, BA ● ● ● ● ● ● ● ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three four-credit upper division economics electives (ECO399 may not be applied to this requirement) One of DST 164, MIS 379, or MAT 163 o DST 164 - Introduction to Statistics (with R) o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics 128 ● One of MAT 114, MAT 145, or MAT 146 o MAT 114 – Precalculus o MAT 145 and 145L - Calculus I o MAT 146 and 146L - Calculus II Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics One of ECO 312 or ECO 315 o ECO 312 - Intermediate Macroeconomics o ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 350 - Labor Economics ECO 360 - International Economics ECO 490 - Research Methods in Econometrics ENL 223 - Writing for Business and the Professions One of ECO 399 or ECO 499 o ECO 399 - Internship Program o ECO 499 - Independent Study One of DST 164, MIS 379, or MAT 163 o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics o DST164 - Introduction to Statistics (with R) One of PHI 120 or PHI 125 o PHI 120 - Ethics o PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration, BA Five Economics courses and supporting courses in other departments: ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing One of FIN 331 or MIS 379 o FIN 331 - Financial Management 129 ● ● o MIS 379 - Quantitative Methods for Business and Economics One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement) One four-credit upper division Business elective Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer Science) ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics One introduction to statistics (MIS379 recommended), chosen from: o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introductory Statistics (offered infrequently) o MIS 379 - Quantitative Methods for Business and Economics MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus MAT 315- Linear Algebra Two upper division mathematics/statistics courses, chosen from: o DST 374 - Mathematical Statistics o MAT 370 - Real Analysis o MAT 373 - Probability Theory o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences Three four-credit upper division Economics courses (ECO 416 recommended) CSC 165 - Introduction to Computer Programming (Python) is also recommended. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical Economics. Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics, or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students completing the major in Mathematical Economics may complete a major in Mathematics. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. 130 Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics This minor is not available to students majoring in the combined major of Business Administration and Economics. ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional four-credit upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 131 Education The Department of Education maintains liberal arts-based teacher education programs that are approved by the Professional Educator Licensing and Standards Board. These programs lead to recommendation for licensure to the State of Minnesota for: ● ● ● ● ● Elementary (grades K-6) Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening program only*) General Science (5-8) initial license Optional endorsements for a K-6 elementary license include: mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program Availability Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or AU* undergraduate program. Contact the Education Department or the Office of Admission for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the licensure program are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. 132 Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply through the Study Abroad and Study Away Office in the Center for Global Education and Experience. Education Faculty Joseph Erickson, Jennifer Diaz (Chair), Terrance Kwame-Ross , Audrey Lensmire, Rachel Lloyd, Jason Lukasik, Sergio Madrid Aranda 133 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses AIS 105 - Introduction to American Indian Studies Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite. MAT 204 - Mathematics for Elementary Teachers I (fall) MAT 205 - Mathematics for Elementary Teachers II (spring) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World and PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, AU, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) and BIO 102 - The Biological World Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Required education courses: ● EDC 200 - Critical Histories and Philosophies of Education ● EDC 220 - Educational Technology ● EED 314 - Transcultural Literacies: An Introduction to Language and Literacy ● EDC 310 - Learning and Development in an Educational Setting Elementary Major coursework: (Courses from this point on require admission to the licensure program) ● EED 311 - K-6 Methods: Health ● EED 312 - K-6 Methods: Physical Education ● ESL 320 - Introduction to Linguistics ● EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom ● EED 341 - K-6 Methods: Art 134 ● ● ● ● ● ● EED 342 - K-6 Methods: Music EED 350 - K-6 Methods: Mathematics EED 360 - K-6 Methods: Science EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms EDC 375 - Learners with Dis/abilities EDC 490 - School and Society or ESL 490 - Language, Culture, and Schools Student Teaching Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major. ● ● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional License or Endorsement, for students completing an additional license) EED 489 - Teacher Performance Assessment and Student Teaching Seminar Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ● ● ● ● ● ● ● ENL 220 - Critical and Analytical Writing ENL 240 - Foundations of Literary and Cultural Study One of COM 254, COM 329, COM 351, or COM 355 o COM 254 - Interpersonal Communication o COM 329 - Intercultural Communication o COM 351 – Argumentation o COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area** ESE 350 - 5-12 Methods: Literature and Reading** EDC 482 - Student Teaching: Additional License or Endorsement Social Studies (5-8th grade) ● ● ● ● ● ● ● ● POL 121 - American Government and Politics One of HIS 120, HIS 121, or HIS 122 o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815 o HIS 121 - An Empire for Liberty: U.S. History To 1877 o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S. ECO 113 - Principles of Microeconomics One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa o PSY 105 - Principles of Psychology o SOC 121 - Introduction to Sociology o ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography ESE 300 - Reading/Writing in the Content Area** ESE 311 - Middle School Methods: Social Studies** EDC 482 - Student Teaching: Additional License or Endorsement Mathematics (5-8th grade) ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I 135 ● ● ● ● ● ● ● One of MAT 163: Introductory Statistics, DST164: Introduction to Statistics (with R) (recommended), or MAT 373: Probability Theory MAT 302 - Discrete Mathematical Structures MAT 325 - History of Mathematics MAT 335 - Exploring Geometry ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Additional License or Endorsement General Science (5-8th grade) ● ● ● ● ● ● ● ● ● ● BIO 102 and 102L - The Biological World BIO 121 and 121L - Human Biology CHM 115 and 115L - General Chemistry I CHM 116 and 116L - General Chemistry II PHY107 and 107L - Introduction to Physics SCI 106 and 106L - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area** ESE 341 - Middle School Methods: Natural Science** EDC 482 - Student Teaching: Additional License or Endorsement Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 136 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admission is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekday evening framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: ● ● ● AIS 105 - Chemical Dependency Education ENL 111 - Effective Writing II Modern language prerequisites (2 years high school or 1 year college language) Required Education Courses for ESL: ● ● ● ● ● ● EDC 200 - Critical Histories and Philosophies of Education EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EDC 375 - Learners with Dis/abilities EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom ESE 325 - Creating Learning Environments ESL Major Courses ● ● ● ● ● ● ● ● ● ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods ESL 490 - Language, Culture, and Schools (Keystone requirement) EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional License or Endorsement, for students completing an additional license) ESL 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 137 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ● HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I ● AIS 105 - Introduction to American Indian Studies ● EDC 200 - Critical Histories and Philosophies of Education ● EDC 220 - Educational Technology Foundations Block II ● EDC 310 - Learning and Development in an Educational Setting Courses from this point and on require admission to the licensure program . Methods Block I ● ESE 300 - Reading/Writing in the Content Area ● ESE 325 - Creating Learning Environments Methods Block II ● ESE 3XX - K-12 or 5-12 Methods in Content Area Capstone Block ● EDC 375 - Learners with Dis/abilities ● EDC 490 - School and Society Student Teaching Block ● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional License or Endorsement, for students completing an additional license) ● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of C- or better. 138 Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admission Offices for information. For a complete list of courses and descriptions, see the Course Description Search. 139 Special Education: Academic Behavioral Strategist The special education ABS major is available only through the AU* program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field experience requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and undergraduate credits. Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill liberal arts requirements: ● ● ● ● ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education MAT 204 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) AIS 105 - Introduction to American Indian Studies Required Education Courses for ABS: ● ● ● ● EDC 200 - Critical Histories and Philosophies of Education EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EED 314 - Transcultural Literacies: An Introduction to Language and Literacy Students must be admitted to the licensure program to take courses beyond this point. ● ● ● ● ● ● ● ● ● ● ● ● ● EED 350 - K-6 Methods: Mathematics EED 360 - K-6 Methods: Science ESL 320 - Introduction to Linguistics for Teachers EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom EDC 375 - Learners with Dis/abilities SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning EDC 481 - Student Teaching: Initial License for Undergraduate Students SPE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 140 Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: ● ● ● ● ● ● EDC 375 - Learners with Dis/abilities EDU 491 - Practicum and Seminar in Special Education PSY 105 - Principles of Psychology SOC 231 - Family Systems: A Cross-Cultural Perspective One of PSY 250, PSY 252, or PSY 253 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o PSY 253 - Aging and Adulthood One of PSY 357, PSY 359, SOC 265, or SWK 301 o PSY 357 - Behavior Analysis o PSY 359 - Assessment o SOC 265 - Race, Class and Gender o SWK 301 - History and Analysis of Social Policy Interested students should contact the director of Special Education at the outset of coursework For a complete list of courses and descriptions, see the Course Description Search. 141 English The Augsburg English Major is designed for students who love good stories. Professors in the department believe that the best stories are those that challenge us, shock us, confuse us, unsettle us, change us, and demand that we respond. The purpose of literature is to make a familiar world feel strange and new again; to expand our sense of empathy; to “arrest our attention,” according to Saul Bellow, “in the midst of distraction.” Although English literature is steeped in histories of oppression, colonization, sexism, racism, and other forms of violence, it has also been a vehicle for the subversion of dominant ideologies and histories. Students who major in English encounter texts that are both problematic and poetic, unsettling and beautiful, worldly and transcendent. English majors may be poets, book lovers, activists. They might become grantwriters or teachers or editors, yes, but they might also become lawyers, web designers, engineers, physical therapists, social workers, or business moguls. Whatever path students choose, the English major will provide them with essential skills to guide their way: creative and critical thinking and writing, research methods, argumentation, collaborative problem-solving, close reading, project management, and leadership. Most importantly, the major empowers students to strengthen and hone their interpretations, opinions, and voices. “Powerlessness and silence,” as Margaret Atwood writes, “go together.” James Baldwin puts the same idea differently: “You write in order to change the world.” English Faculty Robert Cowgill, Stephan Clark, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Kathryn Swanson, Mzenga Wanyama (Chair) Degree and Major Requirements The major requires ten courses. Students may choose the general English Major, the major with a Creative Writing Concentration, or the major with a Professional Writing Concentration. All students majoring in English must complete five core courses and five electives. ● ● ● ● ● ● ENL 220 - Critical and Analytical Writing ENL 226 - Introduction to Creative Writing ENL 230 - Literatures of Identity, Power, and Resistance ENL 240 - Foundations of Literary and Cultural Study ENL 400 - Advanced Topics in Literature and Writing Five ENL electives, including at least four numbered 300 or above Students choose their electives from a variety of topics, some of which are offered yearly, others on an alternating basis. Always check the department website for the offerings in any given four-year period. Optional Concentrations Within the Major English majors can choose to use the five electives for the major to complete a concentration. Majors with a Creative Writing concentration must take exactly three Creative Writing (CW) designated courses (beyond ENL 226). Creative Writing concentration courses are chosen from ENL 320, ENL 322, ENL 324, ENL 325, ENL 326, ENL 328, ENL340, and the MFA master class (ENL 531, ENL 532, ENL 533, ENL 534, or ENL 535). Majors with a Professional Writing concentration must take exactly three Professional Writing (PW) designated courses (beyond ENL 220). Professional Writing concentration courses are chosen from ENL 223, ENL 324, ENL 344, ENL 380, or ENL 394. 142 English Minor Students choosing to minor in English must take five courses: two of the 200-level core courses and three electives, with at least two electives at the 300-level. To complete the minor with a Creative Writing concentration, exactly two of the three electives must be designated “CW”. To complete the minor with a Professional Writing Concentration, exactly two of the three electives must be designated “PW”. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach English, Communication Arts, and Literature in Minnesota. Students are encouraged to take courses toward their major during the first and sophomore years and to apply for the education licensure program no later than the spring of their sophomore year. Students must work with advisors in both the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major or a Communication Studies major, both of which would require additional coursework. Prerequisite: ENL 111 Major Requirements (eight courses in English): ● ● ● ● ● ● ● ● ENL 220 - Critical and Analytical Writing ENL 240 - Foundations of Literary and Cultural Study ENL 365 - Contemporary Postcolonial Theory and Literature ENL 380 - Introduction to the English Language One of ENL 394 or ENL 396 o ENL 394 - Teaching Writing: Theory and Practice o ENL 396 - Internship in Teaching Writing One upper division ENL British literature course One upper division ENL American literature course One additional ENL literature, language, or theory course chosen from ENL 360, ENL 361, ENL 371, ENL 372, ENL 375, ENL 395, or ENL 400 Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, theater, media production, or other related activity (subject to department approval) Additional Courses (outside the English Department): ● ● ● ● COM 111 - Public Speaking COM 120- Mass Media and Popular Culture One of COM 254 or COM 329 o COM 254 - Interpersonal Communication o COM 329 - Intercultural Communication One additional communications elective, chosen from NMS220, NMS242, FLM180, COM243, COM247, COM351, or POL342 Special Methods (two courses): ● ● ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening 143 Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, PHY 119, POL 483, or the QR from a second major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors projects may receive independent study credit (refer to departmental guidelines). MFA Master Class Option Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency course in their genre. Upon successful completion of the same residency requirements as graduate students, master class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits). Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three summer residency course requirements. The MFA Master Class Option is not repeatable. The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University. Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111). Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Effective Writing I (ENL 101) or Effective Writing II (ENL 111) can elect the traditional grading system or P/LP/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Service Courses The department offers these service courses for students as required by a placement test. 144 Foundational Courses The 200-level courses in the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111 as a prerequisite or co-requisite. Upper Level Courses The 300-level literature courses concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. The 300-level writing courses ask students to deeply engage and analyze published work as well as their own work and that of their peers. Unless otherwise indicated, students must take one of the 200-level requirements or gain the consent of the instructor as a prerequisite for a 300-level course. The 400-level course emphasizes writing, scholarship, criticism, and/or theory at an advanced level. Any 300-level course or permission of the instructor serves as a prerequisite for the 400-level. The 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course. For a complete list of courses and descriptions, see the Course Description Search. 145 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences, humanities, and professional studies to examine the interdependence between humans and the natural world. It provides an understanding of the ecological, social, and cultural processes and problems that bind that world together. Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day, and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents. Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an opportunity for the close study of complex urban environments and their relationship to wider ecological systems. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies program simultaneously studies ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education, ministry, and corporate settings. Environmental Studies Faculty Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political Science, Program Director), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major A total of 14 courses, as follows: ● ● ● ● ● ● ● ● ● ● BIO 152 and 152L - Ecology, Evolution and Diversity and Lab ECO 113 - Principles of Microeconomics ECO 365 - Environmental Economics ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering with more than 63 credits) must take 1 section ENV 320 and 320L - Environmental Science and Lab ENV Internship (ENV 396, 397, 398, or 399) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History One of SWK 210 or ENV 340 o SWK 210 - Environmental Justice and Social Change o ENV 340 - Climate and Environmental Justice One of CHM 102 or CHM 115 o CHM 102 and 102L - Chemistry for Changing Times o CHM 115 and 115L- General Chemistry I and Lab 146 ● ● ● ● One lower division elective chosen from: o AIS 105 - Introduction to American Indian Studies o AIS 205 - Contemporary American Indian Issues o COM 260 - Environmental Communication o POL 241 - Environmental and River Politics o SOC/URB 111 - City Life: Introduction to Urban Sociology One research methods course chosen from: o COM 301 - Research Methods in Communication Studies o DST 164 - Introduction to Statistics (with R) o ENV 360 - Field Research Methods and Investigation o MAT 163 - Introductory Statistics o MIS 379 - Quantitative Methods for Business and Economics o POL 483 - Political Statistics and Methodology o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis One additional upper division elective chosen from: o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 481 and 481L - Ecology and Lab o ECO 370 - International Economic Development o ENV 310 - Environmental Politics Field Seminar o ENV 330 - Topics in Environmental Studies o ENV 340 - Climate and Environmental Justice o ENV 350 - Ecology and Socio-Ecological Systems Change o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities o POL 325 - Politics and Public Policy o POL/WST 341 - Globalization, Social Struggle and the Environment o RLN 333/WST 313 - Environmental Theology and Ethics o SOC 380 - Disaster and Resilience o SOC/URB 381 - City and Regional Planning One of ENV 492 or ENV 490 o ENV/URB 492 - The City and Environment Keystone o ENV 490 - Environmental Studies Independent Project Environmental Studies Minor Five courses: ● ● ● ● ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) SWK 210 - Environmental Justice and Social Change Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300 or above: o Humanities ▪ COM 260 - Environmental Communication ▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities ▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ▪ RLN 333/WST 313 - Environmental Theology and Ethics o Social Sciences ▪ ECO 365 - Environmental Economics ▪ ENV 310 - Environmental Politics Field Seminar ▪ POL 241 - Environmental and River Politics ▪ POL 325 - Politics and Public Policy 147 o ▪ POL/WST 341 - Globalization, Social Struggle and the Environment ▪ SOC 380 - Disaster and Resilience Natural Sciences ▪ BIO 152 and 152L - Evolution, Ecology, and Diversity ▪ BIO 420 - Conservation Biology ▪ BIO 425 and 425L - Freshwater Ecology ▪ BIO 481 and 481L - Ecology ▪ CHM 115 and CHM 115L- General Chemistry I ▪ ENV 320 and 320L - Environmental Science Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods requirement. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 148 Gender, Sexuality, and Women’s Studies The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: ● ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 or another mid-level course in feminist theory selected from an approved list WST 485 - Senior Seminar WST 199/399 – Internship The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must be upper division courses. Students may take courses at any of the colleges participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality, and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or DST 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minors and Concentrations Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. 149 Gender, Sexuality, and Women’s Studies Minor Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies Program Coordinator. Sexuality Studies Minor or Concentration The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies SOC 266 - Sociology of Love, Intimacy, and Sexuality WST 305 - Introduction to Queer Studies Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 315 - Margins as Center: Feminist Theory o HPE 316 - Human Sexuality o WST 281/481 - Topics Global Women’s and Gender Studies Minor or Concentration The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: ● ● ● ● POL 359 - Topics: Women in Comparative Politics WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 - Margins as Center: Feminist Theory Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 281/481 – Topics o WST 313 - Environmental Theology and Ethics o WST 341 - Globalization, Social Struggles and the Environment o WST 357 - Mexican History, Culture and Cosmovision o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa o WST 366 - Latin American Liberation Theologies and Social Change o AIS 208 - Native American/First Nations Women and Film o AIS 305 - Indigenous Issues of Central America o ENL 365 - Contemporary Postcolonial Theory and Literature o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements in Latin America Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who transfer to 150 Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and Women’s Studies for approval of courses for the major or minor. For a complete list of courses and descriptions, see the Course Description Search. 151 Health, Physical Education, and Exercise Science All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science. Departmental goals include providing quality experiences and preparation for careers in education, allied health, and fitness professions, along with an education that leads to lifelong participation in wellness activities. The department ensures that all students - recreational participants as well as student athletes - will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in schools and in allied professions. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and chiropractic studies. Faculty Nick Brundy, Anthony Clapp (Chair), Christopher Dixon,, Jill Everett, Aaron Griess, Mike Humphreys, Holly LaBerge, Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael-Bretscher, Michael Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala Degree and Major Requirements Health Education Major ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information. HPE 115 - Chemical Dependency Education HPE 214 - Health and Safety Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology One of PSY 250 or PSY 252 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 152 Health Education Minor ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information. HPE 115 - Chemical Dependency Education HPE 214 - Health and Safety Education HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Physical Education Major ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 214 - Health and Safety Education HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 321 - Motor Learning and Development HPE 324 - K-6 Physical Education Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 - Kinesiology HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 370 - Prevention and Care of Athletic Injuries HPE 451 - Physiology of Exercise HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor ● ● ● ● HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 324 - K-6 Physical Education Games and Activities 153 ● ● HPE 334 - 7-12 Sport Skills and Activities HPE 451 - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 214 - Health and Safety Education HPE 280 - Coaching Theory HPE 370 - Prevention and Care of Athletic Injuries The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Exercise Science Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 214 - Health and Safety Education HPE 215 - Health and Exercise Psychology HPE 300 - Nutrition for Exercise Science HPE 315 - Exercise Testing and Prescription HPE 321 - Motor Learning and Development HPE 350 - Kinesiology HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 370 - Prevention and Care of Athletic Injuries HPE 397/399 - Internship in Exercise Science HPE 404 - Advanced Fitness Training HPE 450 - Current Health Issues HPE 451 - Physiology of Exercise HPE 452 - Advanced Biomechanics HPE 490 - Exercise Science Seminar and Keystone BIO 103 - Human Anatomy and Physiology Exercise Science Major, BS Pre-Health Science Track This major is available for those wishing to satisfy the prerequisites for graduate school in physical therapy. Students wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 – Medical Terminology, and one of MAT 114 – Precalculus or MAT 145 – Calculus. ● ● ● ● HPE 104 - Components of Fitness HPE 150 - Introduction to Health, Physical Education, and Exercise Science HPE 214 - Health and Safety Education HPE 300 - Nutrition for Exercise Science 154 ● ● ● ● ● ● ● ● ● ● ● HPE 315 - Exercise Testing and Prescription HPE 321 - Motor Learning and Development HPE 350 - Kinesiology HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science HPE 370 - Prevention and Care of Athletic Injuries HPE 397/399 - Internship HPE 404 - Advanced Fitness Training HPE 450 - Current Health Issues HPE 451 - Physiology of Exercise HPE 452 - Advanced Biomechanics HPE 490 - Exercise Science Seminar and Keystone Supporting courses: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity Complete an anatomy and physiology two course sequence o BIO 320 and BIO 473 ▪ BIO 320 and 353L - Comparative Vertebrate Anatomy ▪ BIO 473 and 473L - Physiology of Humans and Other Animals o HPE 203 and HPE 303 ▪ HPE 203 and 203L - Human Anatomy and Physiology ▪ HPE 303 and 303L - Advanced Human Anatomy and Physiology o BIOL 2610 and BIOL 2620 (St. Catherine) ▪ BIOL 2610 - Human Anatomy and Physiology I ▪ BIOL 2620 - Human Anatomy and Physiology II CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PHY 107 and 107L - College Physics I PHY 108 and 108L - College Physics II PSY 105 - Principles of Psychology Complete one of PSY 215, MAT 163, or DST 164 o PSY 215 - Research Methods and Statistics I o MAT 163 - Introductory Statistics o DST 164 - Introduction to Statistics (with R) Complete one of PSY 203 or PSY 262 o PSY 203 - Lifespan Development o PSY 262 - Psychopathology Complete four credits of electives chosen from: o HPE 115 - Chemical Dependency Education o HPE 215 - Exercise and Health Psychology o HPE 282 - Motor Learning and Development o INDI 2220 - Medical Terminology (at St Catherine University) o MAT 114 - Precalculus o MAT 145 - Calculus I Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 155 Exercise Science Minor ● ● ● ● ● BIO 103 - Human Anatomy and Physiology HPE 104 - Components of Fitness Training HPE 350 and 350L - Kinesiology and lab HPE 451 and 451L - Physiology of Exercise and lab Complete eight credits of HPE electives, chosen from the following: o HPE 214 - Health and Safety Education o HPE 215 - Health and Exercise Psychology o HPE 280 - Coaching Theory o HPE 315 - Exercise Testing and Prescription o HPE 321 - Motor Learning and Development o HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science o HPE 404 - Advanced Fitness Training For a complete list of courses and descriptions, see the Course Description Search. 156 History Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures. We cultivate a critical understanding of past and present that helps students become thoughtful, informed, and engaged participants in the world. Students who major in history ask careful questions, consider multiple perspectives, analyze information, see experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st century. They enrich their own lives and develop the skills to help them make significant contributions to the broader world. After all, history is to a community what memory is to an individual—it is the foundation of identity. History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found careers in law, education, or cultural institutions. Today, they also work in media and communication, management, manufacturing, information technology, administration, finance, social services, data management, and sales. Many pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and business. History Faculty Michael J. Lansing (Chair), Jacqueline deVries, Taryn Marashi Degree and Major Requirements History Major Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending on specific offerings. ● ● ● ● HIS 200: Why History Matters HIS 300: Doing History in Public HIS 400: Research Seminar Six total elective courses, with at least three being upper division courses, including: o Three global area electives from three different global areas: ▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386 ▪ Africa: HIS 104, 187, 327, 346, or 387 ▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388 ▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332, 335, 336, 338, 343, 349, or 389 ▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474 o One pre-1800 elective chosen from: ▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120 o Two additional HIS electives Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 400 W: HIS 200 and HIS 400 157 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146, MAT163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major requirements. The state requirements will also be subject to change after publication of this catalog. Students should consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social Studies. Minor Five HIS courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee. Other Requirements 100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are advanced. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and 400-level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS 300, and HIS 400. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 158 Interdisciplinary Studies Bachelor of Arts in Interdisciplinary Studies The B. A. in Interdisciplinary Studies degree includes the following requirements: ● ● ● ● ● ● ● A student must complete at least 40 credits for the major. Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include 4 credits of 200-level language courses. A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a 300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are typically part of a major in that field). If a student elects to have two concentration fields of study, the student will take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from each of two different course prefixes). A student must also complete all core and signature curriculum requirements. A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not included in the 40 credit total.) Options include: o A capstone/keystone course in one of their concentration disciplines; o An internship or faculty mentored research and KEY 490; or o An independent study capstone experience and KEY 490. A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this major in consultation with the Director of Assessment and the Director of General Education. The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be noted on the transcript. The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the proposed major. Each major will include at least 3 institutional student learning outcomes. a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context d. identify the broad foundations for sustainable living and apply them in demonstrable ways e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve problems in creative, analytical, and integrative ways f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts All Interdisciplinary Studies majors will include the following learning outcome. h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more fields studied in depth The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a major plan. Specialized training will be developed for faculty mentors who are working with students in this major developed with input from Academic Advising, the Director of General Education, and the Director of Assessment. Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by our current academic management software. The major plan will be approved by the advisor, the department chair of each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the Registrar. 159 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements International Relations Major Required Core Courses ● ● ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: o ANT 141 - Introduction to Cultural Anthropology o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality o or one additional upper division course from the list of required electives listed below. Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): o BUS 362 - International Business o BUS 465 - International Management 160 o o o o o o o o o o o o o o o o o o o o o COM 329 - Intercultural Communication ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Cultures of Empire: A Multinational Britain HIS 440 - Topics in World History HIS 474 - Europe and the World MKT 466 - International Marketing POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology RLN 276 - World Religions SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or DST 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 – Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence 161 ● ● ● ● ● ● Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: o ANT 141 - Introduction to Cultural Anthropology o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Three of the following: o BUS 362 - International Business o BUS 465 - International Management o FIN 460 - International Finance o MKT 466 - International Marketing One of the following: o ECO 360 - International Economics o ECO 365 - Environmental Economics o ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of HIS 332 or POL 461 o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted 162 each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. ● ● ● ● ● ● POL 160 - World Politics SWK 230 - Course has been discontinued – see program director for alternative options An approved senior keystone course Study abroad experience Participation in local peace-related activities Two upper division electives from: o ECO 365 - Environmental Economics o ECO 495 – Topics o ENL 365 - Contemporary Postcolonial Theory and Literature o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o HIS 346 - Namibia and South Africa: A Historical Perspective o HIS 350 - Revolutions, Republics, and Resilience in Latin America o INS 312 - The Politics of Development in Southern Africa o POL/WST 341 - Globalization, Social Struggles and the Environment o POL 353 - Political and Social Change in Namibia o RLN 333 - Environmental Theology and Ethics o RLN 336 - Latin American Liberation Theologies o RLN 376 - Religion and Social Change in Southern Africa o SOC 240 - Protest and Social Change: The Sociology of Social Movements o Other topics or study abroad courses with approval of program director For a complete list of courses and descriptions, see the Course Description Search. 163 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing the university’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe, Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels, Kate Reinhardt, Joseph Towle (Chair), Pang Yang. Degree and Major Requirements Spanish Major ● ● ● CCS 100 - Introduction to Cultural Studies 9 courses above SPA 211 including: o One course in literature o KEY 480 - Topics in Global Interdependence A semester of study abroad (15 weeks) is required Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY 480, any course taught in English must be approved by the advisor for credit toward the major. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: ● ● ● CCS 100 - Introduction to Cultural Studies CCS 399 – Internship KEY 480 - Topics in Global Interdependence Language requirement: ● Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught languages). Study-abroad requirement (consult Augsburg Abroad for offerings): 164 ● One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department. Electives: ● Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor (French, German, or Spanish) Four courses above 211 Students are expected to take all courses in the target language. Any course taught in English must be approved by the advisor for credit toward the minor. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of C- or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language skills with community service and career exploration may be arranged pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 165 Leadership Studies Minor The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to tie their experiences with the academic study of leadership. Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take 10 courses to complete the MA instead of 11. Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these courses may have a prerequisite. LST 205 - Introduction to Leadership Studies LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in organizations. At least one course from each area. Courses must be selected from at least two different departments. Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note: some of these courses may have prerequisites. Communication Leaders must have skills in the imparting or exchanging of information. Choose at least one of the courses below, or a director approved elective: COM 117- Business and Professional Speaking COM 345 - Organizational Communication COM 355 - Small Group Communication COM 380- Strategic Communication Campaigns ENL 220 - Critical and Analytical Writing Director approved elective Cultural Competence in Organizations All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at least one of the courses below, or a director approved elective: COM 329 - Intercultural Communication INS 359 - Political Sociology of Building Power, Change, and Equity SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SWK 280 - Diversity and Inequality in Professional Practice Approved CGEE Study Abroad Course Director approved elective For a complete list of courses and descriptions, see the Course Description Search. 166 Mathematics, Statistics, and Computer Science Mathematics, Statistics, Computer Science, and Data Science provide tools for solving a wide array of quantitative and computational problems. Our majors and minors develop the ability to understand both applied and abstract quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing a major in Mathematics, Mathematical Economics, Computer Science, or Data Science or a minor in Mathematics, Statistics, Computer Science, and Data Science go on to careers in Data Analytics/Data Science, Software Engineering, Finance, Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following programs: ● ● ● ● ● Computer Science (BA, BS, and Minor) Data Science (BS and Minor) Mathematics (BA, BS, and Minor) Mathematical Economics (BS) Statistics (Minor) Mathematics, Statistics, and Computer Science Faculty Pavel Bělík (Chair), Nimanthi Atukorala, Larry Crockett, Suzanne Dorée, Rebekah Dupont, Richard Flint, Matthew Haines, Amy Larson, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz List of Courses Offered and Descriptions See the Course Description Search. Degree and Major Requirements Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Computer Science Major, Bachelor of Arts ● ● ● ● ● ● ● ● ● CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) CSC 341 - Data Structures CSC 351 - Algorithms CSC 371 - Computer Organization CSC 391 - Programming Languages One systems elective o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o CSC 395 - Topics class with “systems” designation One user-client elective o CSC 311 - Web Applications and Databases o CSC 395 - Topics class with “user-client” designation o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399 o CSC 421 - Mobile Computing One semester-long project elective o CSC 443 - Software Engineering o CSC 451 - Compilers 167 ● ● ● ● o CSC 395 - Topics class with “semester-long project” designation o MIS 476 - Information Systems Projects One elective chosen from: o Additional CSC course numbered 200 or above o DST 234 - Introduction to Data Science (and R) o MIS 270 - Data Management for Business One advanced elective chosen from: o Additional CSC course numbered 300 or above o DST 314 - Programming for Data Science MAT 114 - Precalculus (or MPG 4) One of MAT 202 or MAT 302 o MAT 202 - Discrete Mathematics for Computing (recommended) o MAT 302 - Discrete Mathematical Structures Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science. Students completing a major in Computer Science are not eligible for a minor in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science ● ● ● ● ● ● ● ● ● ● CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) CSC 341 - Data Structures CSC 351 - Algorithms CSC 371 - Computer Organization One advanced theory elective o CSC 385 - Formal Logic and Computation Theory o CSC 395 - Topics class with “advanced theory” designation CSC 391- Programming Languages One systems elective o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o CSC 395 - Topics class with “systems” designation One user-client elective o CSC 311 - Web Applications and Databases o CSC 395 - Topics class with “user-client” designation o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399 o CSC 421 - Mobile Computing One semester-long project elective o CSC 443 - Software Engineering o CSC 451 - Compilers o CSC 395 - Topics class with “semester-long project” designation o MIS 476 - Information Systems Projects 168 ● ● ● ● ● ● One elective chosen from: o Additional CSC course numbered 200 or above o DST 234 - Introduction to Data Science (and R) o MIS 270 - Data Management for Business o PHY 261 - Electronics One advanced elective chosen from: o Additional CSC course numbered 300 or above o DST 314 - Programming for Data Science o MAT 455 - Numerical Mathematics and Computation MAT 145 and 145L - Calculus I MAT 302 - Discrete Mathematical Structures (students who have already completed MAT 202 may choose to substitute an additional mathematics elective numbered 300 or above) One specialized mathematics elective o MAT 146 - Calculus II o MAT 315 - Linear Algebra o MAT 350 - Graph Theory One additional mathematics elective numbered 250 or above Each course may count only once towards the major. Students may apply up to 4 credit hours of internship towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science. Students completing a major in Computer Science are not eligible for a minor in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Minor ● ● ● ● ● ● CSC 165 and 165L - Introduction to Computer Programming (Python) CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) CSC 341 - Data Structures One advanced theory elective o CSC 351 - Algorithms o CSC 371 - Computer Organization o CSC 385 - Formal Logic and Computation Theory o CSC 395 - Topics class with “advanced theory” designation One additional CSC elective numbered 300 or above One discrete mathematics course o MAT 202 - Discrete Mathematics for Computing o MAT 302 - Discrete Mathematical Structures Each course may count only once towards the minor. Internship credits do not apply towards the minor. Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Computer Science. Students completing a major in Computer Science are not eligible for a minor in Computer Science. 169 Data Science Major, Bachelor of Science ● ● ● ● ● ● ● ● ● ● ● ● Introductory statistics course chosen from: ○ DST 164 - Introduction to Statistics (with R) ○ MAT 163 - Introductory Statistics (offered infrequently) ○ MIS 379 - Quantitative Methods for Business and Economics ○ PSY 215 - Research Methods and Statistics I ○ SOC 362 - Statistical Analysis MAT 145 and MAT 145L - Calculus I CSC 165 and CSC 165 L - Introduction to Computer Programming (Python) DST 234 - Introduction to Data Science (and R) One Introduction to Social Justice course, chosen from: ○ AIS 105 - Introduction to American Indian Studies ○ AIS 205 - Contemporary American Indian Issues ○ ANT 141 - Introduction to Cultural Anthropology ○ CCS 100 - Introduction to Cultural Studies ○ CRS 101 - Introduction to Critical Race and Ethnicity Studies ○ HIS 122 - Gender, Race, Class and Democracy in the Modern U.S. ○ HIS 225 - History of the Twin Cities ○ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ○ POL 122/URB 122 - Social Justice in Urban America ○ SOC 265 - Race, Class, and Gender ○ SWK 210 - Environmental Justice and Social Change ○ SWK 280 - Diversity and Inequality in Social Practice ○ WST 201 - Introduction to Gender, Sexuality, and Women’s Studies One Databases (SQL) course chosen from: ○ MIS 270 - Data Management for Business ○ CSC 311 - Web Applications and Databases MAT 315 - Linear Algebra DST 334 - Statistical Modeling One Machine Learning course chosen from: ○ DST 314 - Programming for Data Science ○ DST 475 - Machine Learning One additional programming course chosen from: ○ CSC 170 and CSC 170L - Introduction to Object-Oriented Programming (Java) ○ CSC 311 - Web Applications and Databases ○ DST 314 - Programming for Data Science ○ URB 295 - Topics: Geographic Information Systems (this topic only) One communications course chosen from: ○ ART 102 - Design ○ ART 201 - Introduction to Graphic Design ○ COM 352 - Persuasion ○ ENL 220 - Critical and Analytical Writing ○ ENL 226 - Introduction to Creative Writing ○ NMS 220 - Foundations of New Media Two advanced electives, completed in one of the following four ways: ○ Option 1: Complete both MAT 302 and MAT 350 ■ MAT 302 - Discrete Mathematical Structures ■ MAT 350 - Graph Theory ○ Option 2: Complete both CSC 341 and CSC 351 ■ CSC 341 - Data Structures ■ CSC 351 - Algorithms ○ Option 3: Complete both MAT 373 and DST 374 170 ● ■ MAT 373 - Probability Theory ■ DST 374 - Mathematical Statistics ○ Option 4: Complete two courses chosen from: ■ ART 315 - Graphic Systems ■ CSC 311 - Web Applications and Databases ■ DST 314 - Programming for Data Science ■ DST 394 - Topics in Statistics ■ DST 395 - Topics in Data Science ■ DST 399 - Data Science Internship (or 4 credits of DST 396, 397, 398) ■ DST 475 - Machine Learning ■ MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences DST 490 - Data Visualization for Social Justice (keystone) Note: MPG 4 is a prerequisite to the Data Science major. Students in MPG 3 should complete MAT 114 as soon as possible. Students in MPG 2 should complete MAT 106 and MAT 114 as soon as possible. It is recommended that students complete ENL 111 - Effective Writing II (and ENL 101 if needed) and a Speaking skill course early in the major program. Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Data Science. Students completing a major in Data Science are not eligible for a minor in Data Science or Statistics. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Data Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Data Science Minor ● ● ● ● ● DST 234 - Introduction to Data Science (and R) CSC 165 and CSC 165L - Introduction to Computer Programming (Python) One advanced data science elective: ○ CSC 311 - Web Applications and Databases ○ DST 314 - Programming for Data Science ○ DST 475 - Machine Learning One additional advanced elective: ○ ART 201 - Introduction to Graphic Design ○ CSC 311 - Web Applications and Databases ○ DST 164 - Introduction to Statistics (with R) ○ DST 314 - Programming for Data Science ○ DST 334 - Statistical Modeling ○ DST 395 - Topics in Data Science ○ DST 475 - Machine Learning ○ MAT 163 - Introductory Statistics ○ MIS 270 - Data Management for Business ○ MIS 379 - Quantitative Methods for Business and Economics ○ NMS 220 - Foundations of New Media ○ PSY 215 - Research Methods and Statistics I ○ SOC 362 - Statistical Analysis ○ URB 295 - Topics: Geographic Information Systems (this topic only) DST 490 - Data Visualization for Social Justice 171 Each course may count only once towards the minor. Internship credits do not apply towards the minor. Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Data Science. Students completing a major in Data Science, a minor in Statistics, or a minor in Business Analytics are not eligible for a minor in Data Science. Mathematics Major, Bachelor of Arts ● ● ● ● ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255 - Multivariable Calculus or MAT 335 - Exploring Geometry MAT 302 - Discrete Mathematical Structures MAT 315 - Linear Algebra Theoretical structures course chosen from: MAT 350 - Graph Theory, MAT 360 - Dynamical Systems, MAT 370 - Real Analysis, MAT 380 - Abstract Algebra. Mathematics elective chosen from: MAT courses numbered 300 or above. Advanced mathematics elective chosen from: MAT courses numbered 350 or above. Advanced elective chosen from: MAT courses numbered 300 or above, DST courses numbered 300 or above, ECO 416 - Mathematical Economics, PHY 327 - Special Functions of Mathematical Physics. MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics. Students completing a major in Mathematics are not eligible for a minor in Mathematics. At least two MAT courses numbered 300 or above must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics Major, Bachelor of Science ● ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II One data analysis course o DST 164 - Introduction to Statistics (with R) (NSM) (recommended) o DST 234 - Introduction to Data Science (and R) (recommended) o MAT 163 - Introductory Statistics (offered infrequently) o Both PHY 395 and PHY 396 - Comprehensive Laboratory I and II o PSY 215 - Research Methods and Statistics I One computational reasoning course o CSC 165 and 165L - Introduction to Computer Programming (Python) (recommended) o CHM 280 and 280L - Quantitative Analytical Chemistry o PHY 327 - Special Functions of Mathematical Physics One geometric perspective course o MAT 255 - Multivariable Calculus o MAT 335 - Exploring Geometry MAT 302 - Discrete Mathematical Structures MAT 315 - Linear Algebra 172 ● ● ● ● ● One theoretical structures course o MAT 350 - Graph Theory o MAT 360 - Dynamical Systems o MAT 370 - Real Analysis o MAT 380 - Abstract Algebra One applied projects course o DST 475 - Machine Learning o DST 490 - Data Visualization for Social Justice o MAT 455 - Numerical Mathematics and Computation o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences One advanced mathematics course numbered 350 or above o MAT 350 - Graph Theory o MAT 360 - Dynamical Systems o MAT 370 - Real Analysis o MAT 373 - Probability Theory o MAT 380 - Abstract Algebra o MAT 395 - Topics o MAT 399 - Internship (or 4 credits of MAT 396, 397, 398) o MAT 455 - Numerical Mathematics and Computation o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences o MAT 499 - Independent Study One advanced elective course o BIO/CHM 369 and 369L - Biochemistry o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CSC 391 - Programming Languages o An additional DST elective numbered 300 or above o ECO 416 - Mathematical Economics o An additional MAT elective numbered 300 or above o PHY 327 - Special Functions of Mathematical Physics o PHY 351 - Classical Mechanics o PHY 365 - Electricity and Magnetism One additional supporting course o ACC 221 - Introduction to Financial Accounting o BIO/CHM 369 and 369L - Biochemistry o BIO 444 and 444L - Genomics and Biotechnology o BIO 481 and 481L - Ecology o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CSC 170 and 170L - Introduction to Object-Oriented Programming (Java) o CSC 341 - Data Structures o DST 234 - Introduction to Data Science (and R) o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics o ESE 330 - 5-12 Methods: Mathematics o MIS 270 - Data Management for Business o MKT 352 - Marketing Research and Analysis o PHY 121 and 121L - General Physics I o PSY 315 - Research Methods and Statistics II o POL 483 - Political Statistics and Methodology 173 ● o SOC 363 - Research Methods o SWK 401 - Social Work Research and Evaluation o URB 295 - Topics: Geographic Information Systems (this topic only) MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Students are encouraged to work with a faculty mentor in Mathematics to select electives within a coherent focus area. Sample focus areas include Actuarial Science (with University of St. Thomas), Business, Computational Mathematics, Data Science, Economics, Finance, Mathematical Biology, Mathematical Chemistry, Physics, Statistics, Teaching Mathematics, and Theoretical Mathematics Each course may count only once towards the major. At most 4 credits of internship may count towards the major. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics. Students completing a major in Mathematics are not eligible for a minor in Mathematics. At least two MAT courses numbered 300 or above must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics: Secondary Education, Bachelor of Science The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in Mathematics with the following choices: ● ● ● ● ● ● ● Data Analysis: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently) Computational Reasoning: CSC 165 and 165L - Introduction to Computer Programming (Python) Geometric Perspective: MAT 335 - Exploring Geometry Theoretical Structures: MAT 360 - Dynamical Systems or MAT 370 - Real Analysis Advanced Mathematics Elective: MAT 380 - Abstract Algebra Advanced Elective: MAT 325 - History of Mathematics Supporting Course: ESE 330 - 5-12 Methods: Mathematics Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the requirements for a BS major in Elementary Education and the following courses: ● ● ● ● ● ● ● ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I One of: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently) MAT 302 - Discrete Mathematical Structures MAT 325 - History of Mathematics MAT 335 - Exploring Geometry ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Additional License or Endorsement 174 Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty mentor before enrolling in the 200 level MAT courses. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better in each course that applies towards education licensure. For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major. For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement. Mathematics Minor Five courses including: ● ● ● ● ● MAT 145 and 145L - Calculus I Additional calculus course chosen from: MAT 146 and 146L - Calculus II or MAT 255 - Multivariable Calculus Mathematics elective chosen from MAT course numbered 250 or above Advanced mathematics elective chosen from MAT 325 or MAT course numbered 350 or above Advanced elective chosen from MAT course numbered 300 or above, DST course numbered 300 or above, ECO 416 Mathematical Economics, or PHY 327 - Special Functions of Mathematical Physics. Each course may count only once towards the minor. Internship credits do not apply towards the minor. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Mathematics. Students completing a major in Mathematics or Mathematical Economics are not eligible for a minor in Mathematics. At least one MAT course numbered 250 or above must be taken at Augsburg. Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics) ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics One introduction to statistics, chosen from: o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introductory Statistics (offered infrequently) o MIS 379 - Quantitative Methods for Business and Economics (recommended) MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255 - Multivariable Calculus MAT 315 - Linear Algebra Two upper division mathematics/statistics courses, chosen from: o DST 374 - Mathematical Statistics o MAT 370 - Real Analysis o MAT 373 - Probability Theory o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences Three four-credit upper division Economics courses (ECO 416 recommended) CSC 165 - Introduction to Computer Programming (Python) is also recommended. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical Economics. 175 Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics, or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students completing the major in Mathematical Economics may complete a major in Mathematics. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Statistics Minor ● ● ● ● ● An introduction to statistics - one of: o DST 164 - Introduction to Statistics (with R) o MAT 163 - Introduction to Statistics o MIS 379 - Quantitative Methods for Business and Economics o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis DST 234 - Introduction to Data Science (and R) One advanced statistics course: o DST 334 - Statistical Modeling o DST 374 - Mathematical Statistics One applied statistics course: o BIO 444 and 444L - Genomics and Biotechnology o BIO 481 and 481L – Ecology o CHM 280 and 280L - Quantitative Analytical Chemistry o DST 334 - Statistical Modeling o DST 499 - Independent Study, with MSCS approval o ECO 490 - Research Methods in Econometrics o MKT 352 - Marketing Research and Analysis o POL 483 - Political Statistics and Methodology o PSY 315 - Research Methods and Statistics II o SOC 363 - Research Methods o SWK 401 - Social Work Research and Evaluation o URB 295 - Topics: Geographic Information Systems (this topic only) One additional elective chosen from: o CSC 165 and 165L - Introduction to Computer Programming (Python) o DST 334 - Statistical Modeling o DST 374 - Mathematical Statistics o DST 394 - Topics in Statistics o DST 490 - Data Visualization for Social Justice o MAT 373 - Probability Theory o PSY 491 - Advanced Research Seminar o PSY 495 - Clinical Science Lab Either the applied statistics course or the additional elective must be numbered 300 or above. Only one of CHM280, URB295, and CSC165 may be applied toward the minor. DST 499 may count towards the minor if it contains a significant, independent statistical research project, typically in an area where no applied statistics elective is available. Requires prior approval from the MSCS Department Chair. May be mentored by a faculty member with statistical expertise outside of MSCS. Each course may count only once towards the minor. Internship credits do not apply towards the minor. 176 Students completing a major or minor in Data Science are not eligible for a minor in Statistics. Students interested in graduate work in biostatistics or applied statistics are encouraged to complete CSC 165, DST 164, DST 234, DST 334, DST 374, MAT 145, MAT 146, MAT 255, MAT 315, and MAT 373. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics. Departmental Honors in Mathematics, Statistics, and Computer Science The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, Data Science, or Computer Science. Departmental honors recognizes: ● ● ● ● Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus area in Statistics and the Statistics minor; BS Major in Data Science or BS Major in Computer Science, respectively); Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA; Independent investigation or application of the discipline, including public presentation; and Involvement in the life of the discipline. Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor during junior year. Detailed requirements and information on the application process are available from the department. National Honor Society Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Detailed requirements are available from the department. Prerequisites A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics, Data Science, or Computer Science course. Math Placement Group (MPG) Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3), Precalculus (MPG 4), and Calculus I (MPG 5). Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics subscore, illustrated below. Students who have recently completed a mathematics course at another college or university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1 or MPG 2 are expected to take the Math Placement Exam. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg University. Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 090 to advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. ACT Math Subscore Initial Math Placement 177 Required Math Placement Exam 18 and below MPG 1 Basic Math; Algebra 19-21 MPG 2 Algebra 22-23 MPG 2 Algebra 24-25 MPG 3 No exam needed 22-25 and successful high school precalculus, trigonometry, or calculus MPG 3 Precalculus (if seek MPG 4) 26+ and successful high school precalculus, trigonometry, or calculus MPG 4 No exam needed For a complete list of courses and descriptions, see the Course Description Search. 178 Medieval Studies Minor The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills necessary for its serious study. Medieval Studies Faculty Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History) Minor Requirements LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period. Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts, and one elective. ● ● ● ● ● HUM 120 - Medieval Life in 12th-Century Europe One of the following literature courses: o ENL 330 – Shakespeare o ENL 360 - The Classical Tradition o ENL 361 - The Medieval World o SPA 352 - Survey of Spanish Literature I One of the following religion or philosophy courses: o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o RLN 342 - Martin Luther and the Reformation One of the following history of arts courses: o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o MUS 231 - History and Literature of Music, Antiquity to 1750 o THR 361 - Theater Histories: Origins to 1800 One of the following elective courses: o HIS 369 - The Early and High Middle Ages o HIS 370 - The Late Middle Ages to 1648 o HIS 374 - War and Religion in the Medieval Context o HIS 440 - Topics in World History: Monks and Heretics (this topic only) o POL 380 - Western Political Thought o SPA 331 - Spanish Civilization and Culture For a complete list of courses and descriptions, see the Course Description Search. 179 Music The Music Department at Augsburg University offers education for music professions in the context of a liberal arts curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal Arts Foundation requirements. Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; Music Therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The Music programs are accredited by the National Association of Schools of Music, and its music programs fulfill all NASM curricular standards. The Music Therapy programs are approved by the American Music Therapy Association. Augsburg University is accredited by the Higher Learning Commission. For more information, see Accreditations, Approvals, and Memberships. Faculty Full-time J. Anthony Allen, Mallory Alekna, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young Lee, Emma Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson Part-time Faculty Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller, Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea Stern Interim Chair J. Anthony Allen Fine Arts Coordinator In transition Departmental Administrator Tina Brauer Degrees/Majors Bachelor of Arts Music Major Music Major/Creativity Concentration Music Major/Music Business Concentration Music Major/Music Performance Concentration Bachelor of Music Music Performance Major Music Education Major (P-12 state licensure; community music) Bachelor of Science Music Therapy Major 180 Music Therapy Equivalency Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy Association requirements for becoming a Board Certified Music Therapist (MT-BC). Music Minors Creativity Music Music Business Music Production Degree and Major Requirements All students interested in majoring in music should consult with the music department prior to or during their first semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University. Students intending to pursue a music major in any of the three music degree programs must declare their major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Students interested in a double major within music or between music and another discipline should consult with their advisors before undertaking relevant coursework. Music Core ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 213 - Music Theory and Aural Skills III MUS 214 - Music Theory and Aural Skills IV MUS 361- Music and Identity in the Americas MUS 362- Musical Philosophy One of MUS 331, MUS 332, MUS 333, or MUS 334 o MUS 331 - Music of the Baroque Era o MUS 332 - Music of the Classical Era o MUS 333 - Music of the Romantic Era o MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital Performance Study on the principal instrument or voice in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111/311 - Augsburg Choir MUE 112/312 - Riverside Singers MUE 114 - Masterworks Chorale MUE 115 - Cedar Singers MUE 121/321 - Orchestra MUE 141/341 - Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music 181 MUE 144 - Percussion Chamber Music MUE 145 - Piano Chamber Music Additional Requirements ● ● ● Pass a piano proficiency test or the Class Piano sequence of MUS 135, MUS 136, MUS 237, and MUS 238 Pass a first-year/transfer music major qualifying jury Complete the Music Department degree application Graduation Skills Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in Performance Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, DST 164, MAT 111, MAT 145, MAT 146, or MAT 163. Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded throughout the offered courses and are met by completing the major. Bachelor of Arts, Music Major, Concentration in Music Business Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: One of MAT 111, MAT 145, MAT 146, MAT163, or PHY119 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, Bachelor of Arts Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty mentor: Reinaldo Moya Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● ● MUS 341 - Basic Conducting(S) MUS 458 - Senior Recital KEY 470 - The Enterprising Musician Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - eight semesters on the principal instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice 182 Music Major with Creativity Concentration, Bachelor of Arts The Creativity Concentration in the Bachelor of Arts is intended for students who seek a deeper engagement with music composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during their time at Augsburg. The program will familiarize students to a range of musical techniques, cultures, and expressions with an emphasis on developing their musical voices. The program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid. Faculty mentor: Reinaldo Moya Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 221 - Introduction to Music Technology MUS 311 - Composition I MUS 312 - Composition II MUS 341 - Basic Conducting MUS 413 - Advanced Analysis MUS 458 - Senior Recital MUS 476 - Instrumentation and Arranging KEY 470 - The Enterprising Musician One of MUS 220/420, MUS 225, or MUS 306 ○ MUS 220/420 - Worlds of Music ○ MUS 225 - Electronic Music Production ○ MUS 306 - Audio Recording Two semesters of MUP 193 - Performance Study: Composition Two semesters of MUP 393 - Performance Study: Composition MUP 1xx - Performance Studies (three semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (three semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the 300-level Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Music Major with Music Business Concentration, Bachelor of Arts The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunities where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the recording industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Faculty mentor: J. Anthony Allen Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business One of BUS 242 or ENT 254 o BUS 242 - Principles of Management o ENT 254 – Entrepreneurship MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS 408 - Current and Future Issues in the Music Industry 183 ● ● ● ● ● ● ● One of MUS 399 or BUS 399 o MUS 399 – Internship o BUS 399 – Internship MUS 458 - Senior Recital KEY 470 - The Enterprising Musician MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice *Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument or voice may petition the department. Business Administration with Specialization in Music Business, Bachelor of Arts See Business Administration for requirements. Music Major with Concentration in Music Performance, Bachelor of Arts Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 341 - Basic Conducting MUS 358 - Junior Recital MUS 413 - Advanced Analysis MUS 420 - Worlds of Music MUS 458 - Senior Recital KEY 470 - The Enterprising Musician At least two credits from MUP 392, MUP 393, MUS 311, MUS 312, and MUS 242 ○ MUP 392 - Performance Study: Improvisation ○ MUP 393 - Performance Study: Composition ○ MUS 311 - Composition I ○ MUS 312 - Composition II ○ MUS 242 - Jazz Improvisation MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - four semesters on the principal instrument/voice at the 100-level and four semesters at the 300-level Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice Four semesters of Performance Seminar Complete either four credits of diction courses (for voice principals) or four credits of instrumental principals ○ Voice Principals students complete all four diction courses ■ MUS 321 - English Diction ■ MUS 322 - Italian Diction ■ MUS 323 - German Diction ■ MUS 324 - French Diction ○ Instrumental Principles students complete at least two of the following: ■ MUS 355 - Music Methods: Strings ■ MUS 356 - Music Methods: Brass and Percussion ■ MUS 357 - Music Methods: Woodwinds Classical keyboard principals may substitute a topics course or independent study in keyboard pedagogy for a methods course; non-classical keyboard principals may select 1-2 courses in pedagogy for jazz, popular, or ethnic musics to fulfill 4 credits; fretted instrument principals may substitute a topics course or independent study in appropriate pedagogy and/or relevant pedagogy courses in jazz, popular, or ethnic musics to fulfill 4 credits. Note about electives: All students must complete at least 128 credits in order to complete an Augsburg degree. While students may take additional credits in Music beyond those required for the major, students pursuing the Music 184 Performance concentration must complete at least 8 elective credits outside of Music when fulfilling the 128 credit requirement. Music Education Major, Bachelor of Music In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education program is approved by the Minnesota Professional Educator Licensing and Standards Board. The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school settings must also apply to the Augsburg University Department of Education for acceptance to the music education licensure program. All course requirements in and beyond music must be complete prior to the student teaching semester. Those not pursuing licensure have a wider range of options for their degree programs through the Community-Based Program, including electives that would best prepare students for their future vocational area to be taken with approval of the program advisor. Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a music GPA of 2.75. For licensure students, a minimum grade of C is required in all Music Core courses, Music Education Core courses, and approved courses and internships, with the exception of the MUS 358 and MUS 459 recital courses, for which P grades are accepted. For community-based students, a minimum grade of C- is required in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades, applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future vocation. Music Core (except for MUS 331, 332, 333, or 334*) and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 220 or MUS420 - Worlds of Music MUS 303 - Introduction to Learning, Teaching, and Technology in Music MUS 311 - Composition I MUS 341 - Basic Conducting MUS 352 - General Music Education Methods MUS 353 - Special Education in Music Education MUS 358 - Junior Recital MUS 459 - Senior Recital Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians EDC 310 - Learning and Development in an Educational Setting MUS 355 - Music Methods: Strings**** MUS 356 - Music Methods: Brass and Percussion**** MUS 357 - Music Methods: Woodwinds**** MUS 359 - Music Methods: Vocal**** Choose one of the following areas of emphasis: o Vocal Emphasis: ▪ MUS 321 - English Diction ▪ MUS 322 - Italian Diction ▪ MUS 323 - German Diction ▪ MUS 324 - French Diction ▪ MUS 342 - Choral Conducting*** ▪ MUS 478 - Choral Methods in Music Education 185 o ● Instrumental Emphasis: ▪ MUS 344 - Instrumental Conducting*** ▪ MUS 477 - Instrumental Methods in Music Education Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of emphasis**. Complete all of the following: o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice ) o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice) o Large Ensemble - seven semesters on the principal instrument or voice o Chamber Music - two semesters of chamber music/small ensemble courses Additional Courses for Licensure Students ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 200 - Critical Histories and Philosophies of Education ESE 300 - Reading/Writing in the Content Area EDC 481 - Student Teaching: Initial License for Undergraduate Students MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar Additional Courses for Community-Based Students Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS 399 to be taken during the final semester of degree career * Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. ** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. *** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344. **** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four courses, including one that addresses their principal performance medium. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview. Faculty mentor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUS 358 - Junior Recital MUS 459 - Senior Recital KEY 470 - The Enterprising Musician Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignments in consultation with advisor. Voice Majors: ● MUS 321- English Diction 186 ● ● ● ● ● ● MUS 322- Italian Diction MUS 323- German Diction MUS 324- French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: ● ● ● MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: ● ● One of MUS 355, MUS 356, or MUS 357 o MUS 355 - Music Methods: Strings o MUS 356 - Music Methods: Brass/Percussion o MUS 357 - Music Methods: Woodwinds MUS Elective (4 credits) Additional requirements: BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, Bachelor of Science Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music therapy courses is required. Faculty mentor: Emma Moonier Requirements: Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following: ● MUS 135 - Class Piano 1 ● MUS 136 - Class Piano 2 ● MUS 152 - Class Voice ● MUS 158 - Class Guitar 1 ● MUS 237 - Class Piano 3 ● MUS 238 - Class Piano 4 ● MUS 258 - Class Guitar 2 ● MUS 271 - Introduction to Music Therapy ● MUS 273 - Functional Music Skills ● MUS 315 - Psychology, Culture, and Community in Music ● MUS 340 - Music Therapy Methods I ● MUS 345 - Music Therapy Methods II ● Two 300-level Music Therapy practica (MUS 374 or MUS 375) ● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes ● MUS 385 - Music Therapy Clinical Improvisation ● MUS 458 - Senior Recital ● Two 400-level Music Therapy practica (MUS 474 or MUS 475) 187 ● ● ● ● ● ● ● ● ● ● ● ● MUS 480 - Music Therapy Senior Seminar MUS 481 - Music Therapy Clinical Internship BIO 103 - Human Anatomy and Physiology PSY 105 - Principles of Psychology PSY 203 - Lifespan Development PSY 215 - Research Methods and Statistics I PSY 262 - Psychopathology MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - eight semesters on the principal instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Pass guitar proficiency test, piano proficiency test, and voice proficiency test * Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms. Acceptance to the degree program requires the following: ● ● Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency, piano proficiency, and voice proficiency Creativity Minor The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be useful for students in any music degree who are interested in composition, song writing, music production, etc. The program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid. This minor is open only to students majoring in a Music Department field. Faculty mentor: Reinaldo Moya Requirements: ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I Two semesters of MUP 193 - Performance Study: Composition MUS 220 or MUS420 - Worlds of Music MUS 221 - Introduction to Music Technology MUS 311 - Composition I MUS 312 - Composition II MUS 413 - Advanced Analysis MUS 476 - Instrumentation and Arranging One of MUP 192, MUS 242, or THR 116 o MUP 192 - Performance Study: Improvisation o MUS 242 - Jazz Improvisation 1 o THR 116 - Acting and Improvisation for Non-Majors Four additional credits from: o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music o MUS 241 - History of Jazz o MUS 331 - Music of the Baroque Era 188 o o o o MUS 332 - Music of the Classical Era MUS 333 - Music of the Romantic Era MUS 334 - Music of the 20th Century MUS 392 - Topics Music Minor Faculty mentor: Merilee Klemp Requirements: ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 341 - Basic Conducting One of MUS 361or MUS 362 o MUS 361- Music and Identity in the Americas o MUS 362- Musical Philosophy One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by departmental petition) MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Submit a Music Department application for minor by spring semester, sophomore year Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. Faculty mentor: J. Anthony Allen Requirements: ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Businesses MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 408 - Current and Future Issues in the Music Industry MUS/BUS 399 - Internship (approved for the music business minor) One of the following: o MUS 336 - Arts Management and Concert Promotion o BUS 301 - Business Law o ENT 254 - Entrepreneurship Music Production Minor The Music Production minor is a course of study designed both for the Music major desiring additional preparation in audio recording and production and for the non-music major interested in integrating music technology into their career. With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor will primarily be working in the Grangaard Record Studio. Faculty mentor: J. Anthony Allen 189 Requirements: ● ● ● ● ● ● MUS 221 – Introduction to Music Technology MUS 225 – Electronic Music Production MUS 306 – Audio Recording MUS 307 – Music Production and Distribution One of the following: o MUS 113 – Music Theory and Aural Skills I o MUS 160 – Fundamentals of Music One of the following: o MUS 205 – Legal Issues in Music, Entertainment, and the Arts o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2 o Two semesters of music ensemble (two credits of MUE) o MUS 158 – Class Guitar 1 Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to complete the project by spring break of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. For a complete list of courses and descriptions, see the Course Description Search. 190 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the general education requirements of the university, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) ● SCI 106 - Introductory Meteorology ● BIO 121 - Human Biology ● BIO 102 - The Biological World ● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics) o PHY 116 - Introduction to Physics o PHY 121, 122 - General Physics I, II ● CHM 115 - General Chemistry I ● CHM 116 - General Chemistry II *See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines. For a complete list of courses and descriptions, see the Course Description Search. 191 Nursing (BSN) Bachelor of Science Completion The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care settings and communities. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership, decision-making, and the role of citizen nurse. Mission Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to uphold and improve health and human potential among persons, families, groups and communities across care settings with particular emphasis on health inequities locally and globally. Program Goals The program goals at the baccalaureate level: ● ● ● Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in contemporary and emerging roles. Provide a sound scholarly foundation for transformative nursing practice and graduate study. Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a vocation of professional service in a global society. Degree and Major Requirements Nursing Major, BSN Seven 4-semester credit hour courses, including: ● ● ● ● ● ● ● NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. Other Information The BSN program has been planned so that courses in the nursing major can be completed over 12 months of full-time study taking three courses per semester or 24 months on a part-time basis, based on personal choice. 192 More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate. Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will meet with the program coordinator to develop a plan of study and be assigned to a nursing faculty adviser to assist with academic advising. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following: ● ● ● ● An earned associate of science degree in nursing Cumulative GPA of 2.5 or higher in one’s basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Special conditions: o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN program. o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg. Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters. Credit for Previous Nursing Courses Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in recognition of their previous lower division nursing coursework if the following standards are met: ● ● Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States requires a professional credit evaluation. See the International Students section of this catalog for details about how to submit this evaluation. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Class Schedules Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. Courses in the Nursing major are offered in a hybrid format using Zoom technology, synchronous and asynchronous instruction on Monday, Tuesday, or Thursday evenings. . Nursing classes meet synchronously 4 to 6 times a semester for four-hour time blocks. Optional immersion practica at home and abroad are scheduled throughout the year. Students complete their community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the Department of Nursing for details. It is recommended to work with the program coordinator for advice on liberal arts courses. 193 Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus the practica include the following: NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 532 - Transcultural Healing and Self Care (3 semester credits) NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit) NUR 541 - The Politics of Health Care (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56 traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information. Accreditation The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, (202) 887-6791. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. For a complete list of courses and descriptions, see the Course Description Search. Department of Nursing Faculty Martha Aleman, MA in Nursing, RN, Assistant Professor Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and Health Commons at Cedar-Riverside. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN program Staff Colleen Hagerman, Nursing Programs Coordinator. 194 Philosophy See Religion and Philosophy for details about the Philosophy major and minor. 195 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair) Degree and Major Requirements Physics Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and PHY 121L - General Physics I PHY 122 and PHY 122L - General Physics II PHY 245 and PHY 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus One of PHY 327 or MAT 369 o PHY 327 and PHY 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 261 and 261L - Electronics o PHY 317 and 317L - Biophysics 196 o o o o o o o o o o o o BIO 473 and 473L - Physiology of Humans and Other Animals BIO 475 and 475L - Neurobiology CHM 362 - Physical Chemistry: Macroscopic Theory CHM 430 - Advanced Thermodynamic and Separation Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CSC 371- Principles of Computer Organization CSC 431 - Introduction to A I Robotics DST 334 - Statistical Modeling MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) MAT 455 - Numerical Mathematics and Computation Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II PHY 245 and 245L - Modern Physics PHY 261 and 261L - Electronics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus One of PHY 327 or MAT 369 o PHY 327 and 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 317 and 317L - Biophysics o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 475 and 475L - Neurobiology o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CSC 371- Principles of Computer Organization 197 o o o o CSC 431 - Introduction to A I Robotics DST 334 - Statistical Modeling MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) MAT 455 - Numerical Mathematics and Computation Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Space Physics, BS It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma Physics. Physics Major with Concentration in Biophysics, BS It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following: BIO 253 and 253L - Introductory Cellular Biology BIO 255 and 255L - Genetics BIO 369 and 369L - Biochemistry BIO 471 and 471L - Advanced Cellular and Molecular Biology BIO 475 and 475L - Neurobiology BIO 476 and 476L - Microbiology BIO 486 - Immunology CHM 280 and 280L - Quantitative Analytical Chemistry CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by November 30 of the senior year. Final project submissions are due by April 1st. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 255 and 369 (or PHY 327) during the sophomore year. Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 198 Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics I PHY 245 and 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II SCI 490 - Integrated Science or other approved Keystone Two additional physics courses above 122; PHY 261 recommended MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 255- Multivariable Calculus PHY 327 and 327L - Special Functions of Mathematical Physics CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab Physics Minor ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L- Calculus I MAT 146 and 146L - Calculus II Three elective physics courses (12 credits) numbered above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. For a complete list of courses and descriptions, see the Course Description Search. 199 Political Science Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced degree, a successful career. Political science focuses on the role of power and authority in human affairs, something relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in political and social change. Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as political science, public administration, and public policy. Our majors have gone on to work in government, business, communications, the nonprofit sector, education, and numerous other fields. Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area. Grounded in the diverse and international community around Augsburg, the department directly engages the world and issues around us. Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many students. Our majors experience an education which extends from the classroom to the surrounding community to places around the world. Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational opportunities, enhance your potential for graduate study and a successful career. Faculty Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements A C- minimum grade is required in all courses taken for the major. Political Science Major Ten courses: ● ● ● ● ● ● POL 158 - Introduction to Political Science POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Political Science Area Courses This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the permission of the department. POL 495 can be used toward area requirements with advisor approval. The applicable area will vary based on the topic of the course. 200 ● ● ● ● ● Area 1 – American Government and Politics: POL 325, 326, 342, or 421 Area 2 – Comparative Politics and Analysis: POL 350, 359, or 459 Area 3 – International Politics: POL 368, 461, or 490 Area 4 – Public Law: POL 370 or 371 Area 5 – Political Theory and Analysis: POL 380 or 381 Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science 11 required courses including: ● ● ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Critical and Analytical Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Five Electives: o Three courses from the choices below: ▪ POL 350 - Topics: European Politics ▪ POL 370 - Constitutional Law ▪ POL 371 – Topics ▪ POL 380 - Western Political Thought ▪ POL 381 - Topics: Democratic Theory o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 10 courses plus an internship, including: ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior One of ECO 490, POL 483, or SOC 362 o ECO 490 - Research Methods in Econometrics o POL 483 - Political Statistics and Methodology o SOC 362 - Statistical Analysis POL 484 - Political Analysis 201 ● ● ● One Course from the Following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 124 - American Women and Politics o POL 158 - Introduction to Political Science o POL 160 - World Politics o POL 170 - Law in the United States Four Courses from the Following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 370 - Constitutional Law o POL 371 – Topics o POL 381 - Topics: Democratic Theory o POL 421 - Topics: American Politics o POL 461 - Topics: International Politics o SOC 381 - City and Regional Planning o One of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics An internship, usually taken as POL 399. Notes ● ● ● ● ● If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III. The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a Political Science department faculty member supervising the internship, and must fulfill certain academic requirements, which will be explained by the supervising faculty member. Substitutions to the courses above can be approved by the department chair. For example, the department sometimes offers relevant topics courses under numbers not listed above. Political Science Areas (I) (II) (III) (IV) (V) American Government and Politics Comparative Politics and Analysis International Politics Public Law Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not P/LP/N). Exceptions may be made in extraordinary circumstances. 202 Political Science Minor Five courses, including: ● ● ● POL 158 - Introduction to Political Science One of the following lower division electives: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States o POL 241 - Environmental and River Politics o POL 282 - Asian American Politics At least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. Pre-Law Minor ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States Two of the following: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Critical and Analytical Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Two electives from the following: o POL 350 - Topics: European Politics o POL 370 - Constitutional Law o POL 371 – Topics o POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor ● ● ● ● One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior POL 399 - Internship Three of the following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 381 - Topics in Democratic Theory o POL 421 - Topics in American Politics o POL 461 - Topics in International Politics o SOC 381 - City and Regional Planning o No more than one of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics 203 Notes ● ● If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. ● ● ● Economics Courses: o ECO 112 - Principles of Macroeconomics (elective for social science core) o ECO 113 - Principles of Microeconomics (elective for social science core) o One of ECO 312 or ECO 315 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 315 - Money and Banking o ECO 313 - Intermediate Microeconomics o One other upper division Economics course Education Courses: o EDC 200 - Critical Histories and Philosophies of Education (required for licensure) o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: o POL 121 - American Government (social science core course) o Two upper-level political science courses (must be in two different areas) o Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 204 Psychology Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, religious institutions, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), Jaeeun Lee, David Matz, Bridget Robinson-Riegler, Henry Yoon Degree and Major Requirements Psychology Major The major is 10 courses including: ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 400 - Keystone Internship At least two courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 - Biopsychology At least one course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Science Lab Electives (three additional courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. 205 Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical-Counseling Psychology The clinical-counseling psychology concentration is designed to prepare students for careers and graduate education in mental health. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating psychological disorders. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a mental health setting. See department chair for specific requirements. Students take thirteen courses, including: ● ● ● ● ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Psychopathology PSY 315 - Research Methods and Statistics II PSY 385 - Counseling Psychology PSY 400 - Keystone Internship Two biological, cognitive, and social foundation courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 - Biopsychology One course from the following: o PSY 3xx - Counseling and Interviewing Skills (course currently in development) o PSY 359 - Assessment One developmental foundation course from the following: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o PSY 253 - Aging and Adulthood One cultural foundation course from the following: o PSY 205 - Global Perspectives in Psychology o PSY 271 - Psychology of Gender o PSY 275 - Cultural Psychology o SOC 265 - Race, Class and Gender o SOC 395 - Mental Illness and Society o SWK 280 - Diversity and Inequality in Professional Practice One additional elective from the following (or a course above that is not already used toward another requirement): o PSY 201 - Health Psychology o PSY 261 - Personality and Cultural Context 206 ● o PSY 263 - Sports Psychology o PSY 291 - Addiction and Recovery o PSY 292 - Topics in Mental Health o PSY 357 - Behavior Analysis o PSY 391 - Individual Differences o PSY 410 - Clinical Neuropsychology One course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Science Lab Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. A formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including: ● ● PSY 105 - Principles of Psychology Four additional PSY electives A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499. For a complete list of courses and descriptions, see the Course Description Search. 207 Religion and Philosophy The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies, theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and reality of life for individuals and for communities. The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological, philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these matters. The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this critical work as a community of learners, faculty and students together, in the following ways: ● ● ● ● ● ● We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in specific locations, among real people, with lived experiences and concrete issues. We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform public life. We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to inquire, respectfully and critically, about the claims of others. We problematize and challenge religious and philosophical claims from a variety of social locations and diverse perspectives. We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based and humanist communities to create learning, research, and service opportunities. We nurture our community of learners by raising and reflecting on personal questions of meaning, identity, values, vocation, and spirituality. Religion Faculty Lori Brandt Hale (Chair), Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Shayna Sheinfeld, and Hans Wiersma Philosophy Faculty David Apolloni, Larry Crockett Majors The Religion and Philosophy Department offers majors in Religion, Philosophy, and Theology and Public Leadership. General Education Requirements RLN 100: Religion, Vocation, and the Search for Meaning I Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity. The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and other religious and humanist traditions, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry. Religion, Vocation, and the Search for Meaning II For their second required Religion course, students may choose from a wide range of courses that build on the foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social, cultural, and historical settings. One option, RLN 200: Religion, Vocation, and the Search for Meaning II, develops 208 themes from RLN 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or minor. Degree and Major Requirements Religion Major, BA Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools and employers in any field. Major/Concentration/Minor Requirements Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400) Concentration within the major: Minimum 4 courses in the concentration Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400) Concentrations Students majoring in Religion can pursue one of the four concentrations listed below. Culture and Society – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 216: Religion and Science in Popular Culture RLN 222: Spirituality, Religion, and Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 251: The Bible in Culture and Counterculture RLN 257: Heaven, Hell, and the End of the World RLN 319: Religion at the Movies RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology History and Theology – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 214/MUS 234: Church Music and Worship RLN 216: Religion and Science in Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 237: Giants of the Christian Faith RLN 240: Religion and the Rise of Science RLN 243: Religion in America RLN 245: The Lutheran Heritage RLN 257: Heaven, Hell, and the End of the World RLN 319: Religion at the Movies RLN 330: Theology of Death and Dying RLN 331: Christian Ethics RLN 342: Martin Luther and the Reformation RLN 340/HIS 378: The Medieval Church RLN 370: American Indian Spirituality and Philosophical Thought 209 RLN 374: Ethics and World Religions RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology Sacred Texts and Narratives – Sixteen credits from RLN 205: Exploring Topics in Religion (depending on topic) RLN 251: The Bible in Culture and Counterculture RLN 257: Heaven, Hell, and the End of the World RLN 261: Jesus and His Interpreters RLN 409: Topics (depending on topic) Global Religions and Interfaith Studies – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 275: Judaism RLN 276: World Religions RLN 370: American Indian Spirituality and Philosophical Thought RLN 374: Ethics and World Religions RLN 407: Interfaith Scholars Seminar I (2 semester credits) RLN 408: Interfaith Scholars Seminar II (2 semester credits) RLN 409: Topics (depending on topic) Theology and Public Leadership Major, BA The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks, leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A distinctive element of the major is the combination of practical and theological training: students have many opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship. Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the Christian church into the public square for the common good. Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a concentration, minor or second major in an area of interest. A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past. Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining the Theology and Public Leadership major with the Youth Studies concentration or minor. Theology and Public Leadership Major (40-56 credits) ● Theology core (20 credits): o RLN 209 - Research Methods in Religion o RLN 251 - The Bible in Culture and Counterculture o RLN 342 - Martin Luther and the Reformation o RLN 400 - Religion Keystone o RLN 441 - Contemporary Theology ● Public ministry core (16 credits): o RLN 290 - Foundations for Public Ministry o RLN 295 - Church: Past, Present, Future o RLN 390 - The Art of Public Ministry o RLN 399 - Internship ● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits) 210 o Complete 4 credits in one of the concentrations listed below or complete the entire concentration Concentrations Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration will be noted on the transcript at the point of graduation, not a minor. Youth Studies Concentration The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work with children and youth, to form a critical and constructive framework for understanding and appreciating young people, and to develop the necessary skill set for effective work with children and youth. ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working With Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Psychopathology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) Leadership and Management Concentration This 16-credit concentration prepares students to manage and lead organizations, especially non-profits. ● ● ● ● SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations BUS 242 – Principles of Management COM 345 – Organizational Communication NMS 230 – Social Media Community Engagement Concentration This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations effectively connect with their surrounding communities. ● ● ● ● SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America SOC 240 - Protest and Social Change: The Sociology of Social Movements SWK 406 - Social Work Practice 3: With Communities and Policies COM 329 - Intercultural Communication Worship and Music Concentration This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith communities. ● RLN 214/MUS 234 - Church Music and Worship ● COM 111 - Public Speaking 211 ● Two other courses (yet to be determined; see program director for more information) Environmental Stewardship Concentration This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around practices of environmental stewardship. ● ● ● ● ENV 100 - Environmental Connections ENV 320 - Environmental Science SWK 210 - Environmental Justice and Social Change COM 260 - Environmental Communication Advocacy & Public Policy Concentration This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around advocacy and public policy. ● ● ● ● POL 325 - Politics and Public Policy SOC 390 - Intersections of Race and Immigration SOC 265 - Race, Class, and Gender COM 329 - Intercultural Communication Human Services Concentration This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals and families in need. ● ● ● ● PSY 203 - Lifespan Development PSY 262 - Psychopathology or SOC 395 - Mental Illness and Society SOC 231 - Family Systems: Cross Cultural Perspectives SWK 100 - Introduction to Professional Social Work Cross-Cultural Relations Concentration This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across cultural differences. ● Two semesters (8 credits) of a modern language at the 200-level or above, or equivalency. ● CCS 100 - Introduction to Cultural Studies ● COM 329 - Intercultural Communication Philosophy Major Eight courses including, including at least four upper division courses: ● ● ● ● ● ● ● One of PHI 230 or PHI 385 o PHI 230 – Logic o PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level Philosophy course (other than PHI 499) Two elective courses in Philosophy Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department of the other major. Philosophy Minor Five courses: 212 ● ● Two of PHI 241, PHI 242, PHI 343, or PHI 344 o PHI 241 - History of Philosophy I: Ancient Greek Philosophy o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy Three additional PHI electives Graduation Skills for Religion and Theology and Public Leadership Majors The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: Quantitative Reasoning: DST 164, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major Speaking: Consult with advisor for an approved course outside the major Writing: RLN 400 and one of the following: RLN 342, 370, or 441 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Graduation Skills for Philosophy major Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Prerequisites Completion of either RLN 100 or RLN 300 is required before all other RLN courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Advising All majors must have an advisor in the Religion and Philosophy Department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. For a complete list of courses and descriptions, see the Course Description Search. 213 Social Studies Teaching Licensure The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Jason Lukasik, Secondary Education Social Studies Teaching Licensure Core requirements: ● ● ● ● ● ● ● ● ● ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography One of HIS 120, HIS 121, or HIS 122 o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815 o HIS 121 - An Empire for Liberty: U.S. History To 1877 o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S. One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa HIS 200 - Why History Matters POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology ANT 141 - Introduction to Cultural Anthropology Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Jason Lukasik and Michael Lansing for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 214 Social Work Professional social work is for students who have the desire to better the lives of people and communities through reducing social oppressions of individuals and groups and advancing social justice. Social workers are licensed professionals who work in various sectors of society. Social workers are found in nearly all major social settings from clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s nationally-accredited social work program immerses students in the skills and theories of social work and interweaves that body of knowledge with biology, psychology, sociology, economics, statistics, and political science. The curriculum prepares you for multicultural professional social work through two different year-long field placements in a range of human service agencies during the junior and senior year. Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed Social Worker. Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program (MSW). The undergraduate degree provides advanced standing coursework toward the foundation year of an MSW program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by the national accrediting body, the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog. Social Work Faculty Christina Erickson (Chair), Ankita Deka (MSW Program Director), Erin Sugrue (MSW Field Director), Melissa Hensley (BSW Program Director), Kao Nou Moua (BSW Field Director), Johanna Barry, Susan Carlin, Alexander Fink, Paula Watts Zehringer Admission to the Major Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each Social Work major must complete the application materials and be officially admitted to the Social Work program before beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses restricted to Social Work majors. Degree and Major Requirements The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that are open to non-majors are designated with an asterisk. The Supporting Courses ● ● ● ● ● ● BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology SWK 280 - Diversity and Inequality in Professional Practice* Select one of these two courses: o SWK 100 - Introduction to Professional Social Work* o SWK 210 - Environmental Justice and Social Change* Select one of these four courses: o ECO 112 - Principles of Macroeconomics o POL 121 - American Government and Politics 215 ● o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy Select one of these three courses: o SOC 362 - Statistical Analysis o MAT 163 - Introductory Statistics o DST164 - Introduction to Statistics (with R) Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163, DST 164 or SOC 362. GPA Requirement After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses, and overall) to remain in good program standing. A grade of C is required for each required upper division social work course. All Social Work majors must take their social work courses with traditional grading. Social Work Major Ten upper-level courses: ● ● ● ● ● ● ● ● ● ● SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 307 - Field Work 1: Integrative Seminar SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Field Work 3: Integrative Seminar SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course) Courses with an asterisk are open to non-social work students. Social Work Semester in Mexico Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their coursework and field placement at Augsburg’s Mexico Campus: ● ● ● ● ● ● SWK 261 - Social Welfare: The U.S. Mexican Context SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar Spanish Language Requirements are often taken Students who go to the Social Work in Mexico Semester are not required to take SWK 280 Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a means to apply social work perspectives to their chosen career. Six courses including: ● ● ● ● ● SWK 100 - Introduction to Professional Social Work SWK 301 - History and Analysis of Social Policy SWK 303 - Human Development and the Social Environment SWK 406 - Social Work Practice 3: With Communities and Policies SOC 265 - Race, Class and Gender 216 ● And one course from: o POL 121 - American Government and Politics o POL 158 - Introduction to Political Science o POL 325 - Politics and Public Policy Required Social Work Field Placement Students are required to complete a field placement at a social service agency in their junior and senior year. The field placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations, public and private, across the Twin Cities. Social Work Course Sequence The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both courses are equal as introductions to the major. Each course features an experiential learning component. Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer relationships and strong connections to faculty. Social Work Study Abroad Opportunities All social work students are encouraged to study abroad at some point in their academic career. Through The Center for Global Education and Experience, the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students are also encouraged to study abroad for elective credit. No credit for non-academic work In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life experience or previous work experience. Departmental Honors The Social Work Department offers eligible students the opportunity to earn departmental honors through the completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits. Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines. Social Work Honor Society Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. The national honor society requirements allow membership to juniors and seniors who have completed at least one semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent in the spring of each year. For a complete list of courses and descriptions, see the Course Description Search. 217 Sociology Sociology is the scientific study of society and social interaction in groups. We examine how social organization provides the opportunities to improve the world we have created and in which we collectively live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an understanding of theories of society and social groups, learn to create and use social scientific tools of analysis, and employ sociological concepts to solve social problems. We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for learning. Internships enable our majors to draw upon sociological theories and research skills while they explore different career paths. Students also may take an independent study or special topics courses, or field study toward that end. The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting research for corporations, as well as teaching at universities as professors of sociology. The Sociology major also provides excellent preparation for advanced study in areas such as law, human services, counseling, sociology, social work, urban planning, and ministry. Sociology Faculty Nancy Fischer (Chair), Lars Christiansen (Emeritus), Garry Hesser (Emeritus), Diane Pike (Emeritus), Tim Pippert, James Vela-McConnell Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound foundation for a number of fields including human services, criminal justice, business and public service. The Sociology major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, public speaking, critical analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and the connection between of the individual and collective perspectives reflected in the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to focus on content areas and develop additional courses related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121, 362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the major. Core courses (complete all five): ● ● ● ● ● SOC 121 - Introduction to Sociology SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory SOC 490 - Senior Seminar and Keystone 218 Five elective courses, at least three of which must be upper division: ● ● Lower division elective options o SOC 111 - City Life: Introduction to Urban Sociology o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 240 - Protest and Social Change: The Sociology of Social Movements o SOC 265 - Race, Class and Gender o SOC 266 - Sociology of Love, Intimacy, and Sexuality o SOC 277 - Introduction to Criminology o SOC 290 - Cultures of Violence o SOC 295 - Topics o SOC 299 - Directed Study Upper division elective options (minimum of three required; SOC121 prerequisite) o SOC 300 - Topics o SOC 320 - Sociology of Law o SOC 375 - Social Psychology o SOC 381 - City and Regional Planning o SOC 387 - Juvenile Delinquency o SOC 390 - Intersections of Race and Immigration o SOC 395 - Mental Illness and Society o SOC 399 - Internship o SOC 499 - Independent Study/Research Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for at least 4 credits in order to count as electives for the major. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. 219 Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 220 Theater Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation, diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue with their education and/or to become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions. In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, and between theory and practice. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theater can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Faculty Full-Time Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez Adjunct Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles, Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios, Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major without a concentration and two Theater minors. There are three choices for concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. The Theater major with a concentration requires the following: The Theater core curriculum, three concentration courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor requires any five courses from our department and the Musical Theater minor requires five specified courses (see Theater minors). 221 Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course information and transfer requirements. Graduation Skills The Theater Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing DST 164, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Theater Major ● ● ● ● ● ● THR 228 - Introduction to Stagecraft THR 229 - Theatrical Design THR 232 - Acting THR 250 - Script Analysis: Foundations of Theater Three from the following: o THR 245 - Introduction to Pan-Asian Theater o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present Two elective courses from the following: o THR 226 - Movement for Theater o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application o THR 233 - Acting for the Camera o THR 235 - Skills of Musical Theater o THR 237 - Dance for Musical Theater o THR 245 - Introduction to Pan-Asian Theater o THR 255 - Introduction to Musical Theater o THR 265 - Computer Drafting for the Stage and Architecture o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 275 - Lighting and Sound for the Stage o THR 280 - Costumes and Makeup for Performance o THR 295 - Topics o THR/ENL 325 - Playwriting I o THR/ENL 326 - Playwriting II o THR 350 - Voice for Speech, Stage and Screen o THR 355 - Performing Shakespeare o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present o THR 365 - Advanced Acting o THR 366 - Stage Direction o THR 367 - New Methodologies of Stage Direction and Dramaturgy o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice o ENL 330 - Shakespeare o PWC 300 - Playwriting o PWC 310 - Topics in Playwriting o PWC 320 - Writing for Television 222 ● o PWC 330 - Writing for Digital Media The general Theater major requires four THP credits (Theater Practicum Units) in any area. Theater Major with Concentration(s) Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with concentrations. Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6 for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with an advisor. Performance Concentration Choose three from the following: THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech, and Screen THR 355 - Performing Shakespeare THR 365 - Advanced Acting Design/Technical Concentration Choose three from the following: THR/FLM 230 - Scenic Painting THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 285 - Scenery Design Directing/Dramaturgy/Playwriting Concentration Choose three from the following: THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 366 - Stage Direction THR 367 - New Methodologies of Stage Direction & Dramaturgy PWC 300 - Playwriting PWC 310 - Topics in Playwriting PWC 320 - Writing for Television PWC 330 - Writing for Digital Media Theater Minor Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three Theater Practicum Units (THPs) in any area. Musical Theater Minor Choose five from the following: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 365 - Advanced Acting 223 MUE 294 - Opera Workshop Three theater practicum units (THPs) in any area. Curricular Planning Information First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete a substantial independent project of honors quality within the major. Honors candidates should meet with their departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within the department. Students transferring with junior standing should complete a minimum of four practicum units within the department. Theater Practicum Units Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade. Theater Practicum Units require: ● ● ● ● ● Consent and signature of instructor Supervision by Theater faculty A minimum of 25 hours of assessed participation by the student Registration for THP in the semester the practicum is completed THP course registration must meet the Registrar’s Office deadlines Please Note: ● ● ● THPs may be repeated Crew work required for classes/coursework does not count toward practicum credits Student employment hours do not count towards practicum credit 3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management projects because of the extraordinary amount of time required of the student. 224 Theater Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students: ● ● ● ● Theater majors without a concentration are required to complete 4 THPs in any area. Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are completed should be determined with an advisor. All Theater minors are required to complete 3 THPs in any area. Theater Practicum Courses - Groupings Performance THP 111/121/131/141/151 - Theater Practicum: Acting/Performance Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Production THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management-Small Project THP 116/126/136 - Theater Practicum: Stage Management-Large Project THP 117/127/137 - Theater Practicum: Artistic For a complete list of courses and descriptions, see the Course Description Search. 225 Urban Studies Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings different disciplinary perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, political philosophy, history, environmental studies, art, and architecture to understand metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework often includes walking tours, site visits, guest speakers, and field research. Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be more environmentally sustainable, promoting the health and civic engagement of citizens, and achieving effective engagement in all aspects of city making. The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban planning, public administration, environmental advocacy, sustainability and resilience planning, government service, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of their experience. Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about how to best plan your academic schedule to accommodate both majors. Faculty Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus), Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and Joseph Underhill (Political Science). Degree and Major Requirements Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the major. Core Courses: ● ● ● ● ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America ECO 113 - Principles of Microeconomics SOC/URB 381 - City and Regional Planning SOC/URB 399 - Internship URB 492 - The City and the Environment Keystone One of SOC 362 or POL 483 o SOC 362 - Statistical Analysis o POL 483 - Political Statistics and Methodology One of SOC 363 or POL 484 o SOC 363 - Research Methods o POL 484 - Political Analysis One of the following: o ART/HIS 249/349 - The Designed Environment o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History 226 ● And two additional urban-related electives. For electives, please see the following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including off-campus study, ACTC courses, and/or study abroad. o ART 243 - History of Architecture to 1750 o ART 244 - History of Architecture after 1750 o ART/HIS 249/349 - The Designed Environment o ECO 365 - Environmental Economics o ENV 100 - Environmental Connections o GEOG225 Introduction to Geographic Information Systems (Macalester) o GEOG241 Urban Geography (Macalester) o GEOG321 Geographic Information Systems (St. Thomas) o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o SOC 265 - Race, Class and Gender o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations o SOC 380 - Disaster and Resilience o URB 199 - Internship o URB 295 - Special Topic o URB 299 - Directed Study o URB 395 - Special Topic Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Urban Studies major. Transfer students must consult the Director of Urban Studies about potential adjustments in their course requirements to fulfill these skills. Urban Studies Minor A total of five courses including: ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America SOC/URB 381 - City and Regional Planning One of the following: o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o ART/HIS 249/349 - The Designed Environment o SOC 380 - Disaster and Resilience o URB 492 - The City and Environment Keystone And an approved Urban Studies Elective (see list above). Off-Campus Study and Study Abroad Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience (CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major. Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies coursework in off-campus programs. 227 For a complete list of courses and descriptions, see the Course Description Search. 228 Youth Studies Minor The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting cultures. The minor is intended to supplement a student’s current course of study particularly if that student is considering child or youth work in the future. The courses in this minor will help students develop a constructive and critical lens for understanding how young people are viewed and treated within society and how young people interact with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their chosen professions. Minor Requirements 20 credits including: ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working with Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Psychopathology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) For a complete list of courses and descriptions, see the Course Description Search. 229 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Sylvia Bartley, PhD Cyrus Batheja ‘08, ‘11 MBA, EdD Karen A. Durant ’81 Karim El-Hibri ‘06 Matthew K. Entenza, JD Ellen Ewald Nicholas C. Gangestad ’86, MBA Rev. Marlene Whiterabbit Helgemo James Hereford Kenneth Holmen ‘74, MD Veena Iyer, JD Diane L. Jacobson, PhD Mark Johnson ‘75 Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Ethelind Kaba Dean Kennedy ‘75 Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 Jeffrey M. Nodland ’77 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 230 Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. University Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota. Catherine Bishop (2010). Vice President for Student Experience and Success. BA, Macalester College; JD William Mitchell College of Law. Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS, Ithaca College. Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg University. Paula O’Loughlin (2022). Provost and Senior Vice President and Professor of English. BA, Smith College PhD, University of Minnesota. Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota. Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead. Administration Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University; MDiv, University of Chicago Divinity School; PhD, Union Institute. John Coskran (2020). Senior Finance Director. BS, Carleton College; MBA, Augsburg University; MS, DePaul University. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Firi Dawid (2020). Director of Campus Life. BA, Augsburg University; MA, University of Minnesota. Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD, University of Minnesota. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, PhD, Washington State University. Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria Technical and Community College. Elaine Eschenbacher. Assistant Provost for Experiential Learning and Meaningful Work. BA, University of Minnesota; MA, Augsburg University. Michael Grewe (2008). Dean of Students. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil University of Oxford. Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign. Marah Jacobson (2018). Assistant Provost for Academic Administration. BS, MS, EdD, St. Cloud State University. Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University. Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University. 231 Emily Long (2021). Director of Residence Life. BA, Regis University; MEd, Seattle University. David Matz (2001). Associate Provost for Academic Affairs, and Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University, PhD Texas A&M University. Dawn Miller (2016). Human Resources Director. BA, University of Minnesota. Patrick Mulvihill (2017). Assistant Provost for Global Education and Experience. BA, St. Olaf College; MPA, University of Minnesota, Humphrey School of Public Affairs. Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Jordan Orzoff (2022). Assistant Provost for Academic Analytics and Planning. BA, DePaul University; MA, PhD, University of Minnesota. Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota. Kelsey Richardson Blackwell (2007). Senior Director of Advising and Registration. BA, St Olaf College; MA, University of St Thomas. Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Leah Spinosa de Vega (2008). Executive Director of Global Initiatives, Center for Global Education and Experience . BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota. Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. Martha Truax (2007). Director of Annual Giving. BA, Macalester College. Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of Wisconsin-Platteville; MS, University of Wisconsin-La Crosse. Hli Vang (2014). Assistant Dean of Multicultural Life andPan-Asian Student Services Program Manager. BS, University of Wisconsin-River Falls; MA, University of Wisconsin-Lacrosse. Tristan Crowell (2022). LGBTQIA+ Student Services Program Manager. BS, University of Minnesota - Twin Cities. Keodara Moua (2021). Program Coordinator, Multicultural Life. BS, University of Wisconsin - Stout; MSW, St. Catherine's University - University of St. Thomas. Erika Hernández (2022). Latinx Student Services Program Manager. BA, University of Minnesota – Twin Cities. Gabby Allan (2022). American Indian Student Services Program Manager. BA, Dartmouth College; MSW, Washington University in St. Louis.. 232 Faculty (Full-time) A Sarah Addicks Hayes (2022). Assistant Clinical Professor of Psychology. BA, New York University, MS, MPH, PhD, West Virginia University. Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota. J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of Music of the Johns Hopkins University; PhD, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, Luther-Northwestern Seminary; PhD, University of Minnesota. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminary; PhD, University of Minnesota. Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Peradeniya; PhD, Iowa State University. B Johanna Barry (2021). Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola University Chicago. Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota. Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Vanessa Bester (2017). Assistant Professor and Program Director, Physician Assistant Studies. BS, University of Pittsburgh. MPA, University of Florida. Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois. Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University; MFA, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. 233 Amanda S. Case (2016). Associate Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of Wisconsin-Madison. Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North Dakota State University. Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Associate Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University. Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana University-Bloomington. Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS; University of Wisconsin-Stout. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Moumita Dasgupta (2019). Associate Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at Urbana-Champaign; MA, Ph.D, Columbia University. Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at Urbana-Champaign. Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh Dickinson University; MIM, EdD, University of St. Thomas. Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA, PhD, University of Wisconsin-Madison. Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa. Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM Programs. BA, University of Wisconsin-Madison; PhD, Washington State University. E Rachel Elbing (2022). Clinical Assistant Professor, Physician Assistant Studies. BA, University of Wisconsin, MPH, University of Minnesota. Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison. Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington. 234 Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of Minnesota–Duluth; PhD, University of Illinois-Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Alexander Fink (2022). Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota. Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS, Iowa State University. Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State University. Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. G Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Sarah Greenfield (2016). Associate Professor of English. BA, Westmont College; MA, PhD, University of Wisconsin-Madison. Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College-Moorhead; MA, JD, University of Minnesota. Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. H Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University; MFA, Donau-Universität Krems. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West Virginia University. Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston. 235 Michael J. Humphreys (2022). Instructor of Physical Education. BA, Brown University; MA, Johns Hopkins University, PhD, George Mason University. I Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. K Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird School of Global Management, Arizona State University; PhD, Drexel University. Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School of Music. Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George Washington University; MPA, Augsburg University. Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of Minnesota. Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University. Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison. Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of Minnesota. L Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College; MA, PhD, University of Minnesota. Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University. Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Massachusetts at Amherst; PhD, University of Minnesota. Jaeeun Lee (2022). Assistant Professor of Psychology. BA, Carleton College; MS, PhD, University of Maryland. Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne. Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati. Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa. Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College; MSPAS, Augsburg College. Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota. Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. 236 Jason Lukasik (2016). Associate Professor of Education and Director, Master of Arts in Education. BA, Med, PhD, University of Illinois at Chicago. M Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin, River Falls; MA, PhD, University of Minnesota. Sergio Madrid-Aranda (2022). Assistant Professor of Special Education. BA, Chihuahua Autonomous University; MEd, Juarez Autonomous University, PhD, New Mexico State University. Taryn Marashi (2022). BA, Agnes Scott College; MA, Washington University, PhD, Vanderbilt University. Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University of Minnesota. M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD Texas A & M University. Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Jenna McNallie (2016). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA, University of Wisconsin, Milwaukee; PhD, Purdue University. Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University. Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of Minnesota. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary. O Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University. P Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. R Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College. Ana Ribeiro (2014). Associate Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St. Cloud State University; PhD, University of Minnesota. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego State University; PhD, University of Colorado. S Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire. Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD, University of Maine. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. 237 Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg University. Shayna Sheinfeld (2022). Assistant Professor of Religion. BA, DePaul University; MA, MTS, Harvard Divinity School, PhD, McGill University. Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota. Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD, Northwestern University. Lindsay Starck (2016). Associate Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina. Erik S. Steinmetz (1998). Associate Professor of Computer Science. BA, Augsburg University; MS, University of Minnesota. Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota. Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA, Ohio State University. T Liaila Tajibaeva (2017). Associate Professor of Economics. BS, University of Minnesota; MA, University of Wisconsin-Madison; PhD, University of Minnesota. Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University; PhD, University of Texas. Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University; MA, PhD, University of Minnesota. U Michelle Ullery (2022). Program Director and Clinical Instructor, DNP and FNP. BA, College of St. Scholastica, MS, DNP, University of North Dakota. Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. V Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous University of the State of Morelos; MA/MPhil, and PhD, Columbia University. Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. W Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota. Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. 238 Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota. Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Laura S. Boisen. Professor Emerita, Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota. Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota. John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of Wisconsin-Stout; EdD, University of Minnesota. Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University. David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota. Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Carol A. Enke. Professor Emerita, Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota. 239 Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado State University. Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State University. Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University. William D. Green. Professor Emeritus, History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota. Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota. Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin. Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan. Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University. Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College. Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. 240 Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota. Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of Minnesota. Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley. Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota. Thomas. F. Morgan. Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University. Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University of Minnesota. Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University. Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota. Diane L. Pike. Professor Emerita, Sociology. AB., Connecticut College; PhD, Yale University. 241 Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota. Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Milo A. Schield. Professor Emeritus, Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern University, PhD, University of Minnesota. Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD, University of Texas. Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St. Thomas; PhD, University of Minnesota. Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University. Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota. Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota. Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa. David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College; MS, Minnesota State University, Mankato. Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University. 242 Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania. 243
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Title: Augsburg University Graduate Catalog, 2022-2023
Collection: Course Catalogs
Search Result: ; ' Introduction Graduate Catalog 2022-2023 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall...
Show more ; ' Introduction Graduate Catalog 2022-2023 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2022–Summer Semester 2023. It is subject to change without notice. The catalog is intended to complement other university publications including the Student Guide and university website. It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2022 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative writing, education, leadership, music therapy, nursing, physician assistant studies, social work, and clinical psychology are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiatives, and environmental sustainability. At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President 2 Welcome from the Provost and Senior Vice President of Academic and Student Affairs Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and equip themselves for the next stage in their vocational journeys. When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement, preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, to the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary thinking is embodied in our newest academic building on the Minneapolis campus—the Hagfors Center for Science, Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are prepared not only for their first job but for mid- and late-career success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities in the future. We’re delighted that you’ll be joining us. Sincerely, Paula O’Loughlin Provost and Senior Vice President of Academic and Student Affairs 3 About Augsburg University At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Our programs also look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. A Rochester, Minnesota, location was added in 1998. A short history of Augsburg University can be found at augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed: ● ● ● Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: ● ● ● ● ● ● ● ● ● ● ● Master of Arts in Education Master of Arts in Teaching Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner) Doctor of Psychology in Clinical Psychology 4 Augsburg offers the following dual degrees: ● ● ● Bachelor of Arts in Accounting and Master of Arts in Leadership Master of Arts in Leadership and Master of Business Administration Master of Social Work and Master of Business Administration A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of fellow students with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all university facilities—whether in Minneapolis, Rochester, or one of Augsburg’s international locations—and to participate in university activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis-St. Paul International Airport. Rochester Learning Site Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the university’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing are offered in Rochester. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice. The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904. Augsburg classes in Rochester meet on a semester schedule, with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. International Locations Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama, and Communication. Admissions Office—The Admissions Office is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to two-bedroom suites. Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker Room, 7 the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety, and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP® collegiate recovery program, Institutional Advancement offices, the Alumni Offices, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure they are meeting standards for educational quality for the degrees they offer. Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality. Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited or approved by the appropriate agencies. Agency Description Degree Programs Accreditation Council for Business Schools and Programs (ACBSP) Global accreditor for business education MBA BA Accounting, Business Administration (Music Business), Business Administration/Economics, Finance, International Business, Management, Management Information Systems, Marketing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Accredits physician assistant programs in the United States MS Physician Assistant Studies American Music Therapy Association (AMTA) Advanced the music therapy profession and approves music therapy degree programs BS Music Therapy Master of Music Therapy American Chemical Society (ACS) Scientific organization for advancing chemistry practice, approves baccalaureate chemistry programs BS Chemistry American Psychological Association Commission on Accreditation (APA-CoA) Scientific and professional organization Doctor of Psychology for psychology in the United States, accrediting doctoral programs in clinical, counseling, and school psychology 9 Commission on Collegiate Nursing Education (CCNE) National accreditor for baccalaureate, graduate, and residency/fellowship programs in nursing BS Nursing MA Nursing Doctor of Nursing Practice Council on Social Work Education (CSWE) National accrediting agency for social work education in the United States Bachelor of Social Work Master of Social Work Minnesota Board of Nursing State board that approves nursing programs and regulates licensure DNP – Family Nurse Practitioner National Association of Schools of Music (NASM) National accreditor for undergraduate, graduate, and other credentials for music and music-related disciplines BA Music BS Music Therapy Bachelor of Music Master of Music Therapy Professional Educator Licensing and Standards Board (PELSB) Approves programs in Minnesota that prepare candidates for teacher licensure BA/BS Elementary Education BA English as a Second Language BA Special Education: Academic Behavioral Strategist (See Education Department for full list of approved programs for licensure and endorsements) Augsburg University is an institutional member of: Agency Description American Association of Colleges and Universities (AAC&U) Advances the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education American Association of Colleges of Teacher Education (AACTE) Represents institutions dedicated to high-quality evidence-based preparation of educators who are ready to teach all learners American Association of Higher Education (AAHE) Dedicated to the advancement of higher education 10 Associated Colleges of the Twin Cities (ACTC) Consortium of private liberal arts colleges in the Twin Cities of Minnesota that shares academic programs and promotes student exchange Campus Compact National coalition of colleges and universities committed to building democracy through civic engagement and community development Council of Independent Colleges (CIC) Association of independent nonprofit colleges and universities that provides services to improve the quality of education, administrative, and financial performance Lutheran Education Conference of North America (LECNA) Promotes cooperation among Lutheran colleges and universities in the United States and Canada Minnesota Private College Council Represents the private liberal arts colleges of Minnesota National Council of Schools of Professional Psychology (NCSPP) Advances the development of the highest quality of graduate training in professional psychology Physician Assistant Education Association (PAEA) Works to ensure quality physician assistant education Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. 11 Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the university, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) Title IX Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development, implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX complaint process as well as identifying and addressing any patterns or systemic problems that arise. For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has four Deputy Officers: Deputy Officer for Students: Mike Grewe| Dean of Students Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The university will respond in a reasonable time, but no later than 45 days after receiving the request. 12 Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the university in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s email address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information 13 Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University Graduate Programs follows the terms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Professional Licensure Standards Disclosure For all programs at Augsburg University which have the potential to lead to professional licensure, students are responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional licensure or certification, in any field, in any jurisdiction. Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to additional coursework and training, supervised clinical experiences, and successful passage of state or national exams. Other licensure requirements may include background checks, years of work experience, fingerprinting requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time. For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg University Professional Licensure Disclosure website. As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office. Student Rights The university has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A university-provided email account shall be an official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the university-provided email account. Students should regularly check their email account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded email account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. 14 Admission All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. An admissions representative is available to assist interested applicants complete any portion of their application. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Readmission Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. The last day to receive approval for readmission to the university and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the university must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding the readmission process). Non-degree Students Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the university’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. Some graduate programs have additional requirements beyond those listed here. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States may need to submit a copy of a foreign credential evaluation from World Education Services (WES), a member of the National Association of Credential Evaluators (NACES), or an equivalent service that performs a foreign credit evaluation in order to confirm it is equivalent to a United States bachelor’s degree or greater. To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg University degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application and official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. 15 International Students Augsburg University graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: ● ● If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg University accepts as evidence for English proficiency. ● ● ● ● ● Test of English as a Foreign Language (TOEFL) o Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg University TOEFL code is 6014.) o Score of 8.5 or better on the TOEFL Essentials exam. International English Language Testing System (IELTS) o Score report of 6.5. Michigan English Test (MET) o Score report of 64 or higher, and report must be accompanied by an official letter from the testing coordinator. Duolingo English Exam o Score of 105. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: ● ● ● ● ● Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree Verification that the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) 16 ● The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 17 Financing Your Education Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time. Exception exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details. Tuition and Fees ● ● ● ● ● ● ● ● ● ● Doctor of Nursing Practice (DNP) Doctor of Psychology (PSYD) Master of Arts in Nursing (MAN) Master’s-level Education (MAE/MAT) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $995 per 1.0 credit $1162 per 1.0 credit + $40 per term program fee $797 per 1.0 credit $540 per 1.0 credit $814 per 1.0 credit $755 per 1.0 credit $743 per 1.0 credit $623 per 1.0 credit $934 per 1.0 credit $897 per 1.0 credit Tuition Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via email. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. 18 Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The university cooperates with federal, state, church, and private agencies in providing various aid programs. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financial-aid/graduate-financial-aid/. Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. ● ● Federal Unsubsidized Direct Student Loan Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). 19 ● ● Federal Graduate Loan Program (PLUS) Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress ● ● ● Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the entire academic record. Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits. Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program (varies per program). Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. GPA Calculation Refer to the Evaluation and Grading section of this catalog. Minimum Credits Completed Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit is any credit with a grade of A to D-, or P. Credits earned and completed will include accepted transfer credits. Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been submitted when SAP is run will count against completion rate. Repeat courses are not counted towards the cumulative attempted credits. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. 20 Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be placed on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on Financial Aid Suspension and are no longer eligible for financial aid. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year 21 (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Financial Policy Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in the case of student loan funds administered by the university (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. 22 Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the university, the withdrawal date will be the last date of academic activity determined by the university. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. Unsubsidized Direct Loan 2. Direct Graduate PLUS Loans 3. TEACH Grant 23 Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds 24 Full Name: Student ID number: Additional request: Students will receive an email when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Due to Drug Offense A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: ● ● ● ● The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 25 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Services Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student 26 machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. International Student and Scholar Services (ISSS) ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status, as well as providing support for international students in adjusting to life in the U.S. and in achieving their academic goals. Examples of ISSS responsibilities include: ● ● ● ● Advising students in all areas related to F and J immigration regulations Advocating on policy matters affecting international students Advising the International Student Organization Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 27 Academic Policies and Procedures Academic Calendars All graduate programs meet on a semester calendar. The Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The university and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As a university requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the university’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide). Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed from traditional (A - F) to Pass/No Credit. Explanation of grades: Grade A AB+ B BC+ C CD+ D DF / FN P N Grade Points 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0.00 0.00 0.00 Description Failure Pass* No Pass *The letter equivalent of a P grade is a B / 3.0 or higher for graduate courses. Pass/No Pass Grades In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass grading system. Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve at least a grade of B. 28 Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact your instructor for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term (including summer) in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes an F. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. 29 The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol P S N V W I X IP R GRT L NG Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work Satisfactory No pass, no credit Audit, no credit Withdrawn Incomplete Extension, incomplete In progress Repeat Credit granted Required lab component (a credit-bearing grade was earned in the corresponding lecture course) Not graded, no credit Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of an emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the university and program. Students who are readmitted may need to complete additional coursework and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. 30 Students may withdraw from the university, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the university and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: ● ● ● Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg University. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the PsyD student manual for the Academic Warning and Reasons for Dismissal Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the university. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the university’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the Dean of Professional Studies’ office. The Dean of Professional Studies will send a copy of the program’s response to the student. 31 The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Clinical Psychology, Creative Writing, Education, Leadership, Music Therapy, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study Registration form is required. Term Off Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded B- or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is: ● ● ● ● ● ● ● ● ● ● ● Master of Arts in Education (6) Master of Arts in Teaching (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Doctor of Psychology (30) 32 Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of credits that would have been earned had the equivalent course(s) been completed at Augsburg. Transferred coursework with Augsburg equivalents is captured on the Transfer Evaluation and the degree audit, both of which are accessed from Records and Registration. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. Graduation Requirements See the applicable program section of this catalog for the program’s graduation requirements. The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should regularly review their degree audits and follow up with their program advisor about any questions or concerns. Students should consult their degree audits when preparing for registration. Program advisors are available to assist with registration planning. Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what makes the student eligible for commencement ceremony communications and the conferral of their degree upon program completion. 33 Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for their degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate. Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony selected on the Intent to Graduation application. Diploma Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion of their last requirement. This mailing will be sent to the address that displays in their Records & Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s Office. Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or major(s) completed. Augsburg offers the following graduate degrees: Master of Arts, Master of Business Administration, Master of Fine Arts, Master of Music Therapy, Master of Science, Master of Social Work, Doctor of Nursing Practice, and Doctor of Psychology. Final, Official Transcript Each graduate who has satisfied all Student Financial account obligations at the time of the diploma mailing will receive their official transcript in a sealed envelope as part of the diploma mailing. To remain official, the sealed transcript envelope must remain sealed. Each graduate who has not satisfied all obligations at the time of the diploma mailing will be responsible for taking care of their Student Financial account obligations. Once met, their official transcript will be mailed to them and additional copies can be ordered and released. 34 Doctor of Psychology (PsyD) The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train students in the major aspects of clinical practice. To help ensure that students are prepared adequately, the curriculum integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and roles. The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be in psychology, some psychology courses are required (as foundation courses), and some experience in psychological services is desirable. The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all graduate students. Some of these required courses cover the major theories of historical and modern psychology and their application in current practice; the stages of the developmental process, and the basis for behavior; psychopathology; and a series of courses dealing with the administration and interpretation of various forms of assessment, basic intervention skills and various theory and therapy approaches. Students are also required to participate in two years of practicum field experience in assessment and psychotherapy and the seminar that accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the doctoral degree. Included among the basic objectives of the PsyD program are the following: ● ● ● ● ● Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an individual, family, or group basis Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into their clinical approach Assisting practitioners to assume leadership positions within the healthcare delivery system Training psychologists to work with professionals from other disciplines as part of an effectively functioning healthcare team Preparing practitioners to evaluate and use clinical research applications of psychology Program Aims and Competencies The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and supervision. Interpersonal and multicultural competency are foundational elements of our program. 35 Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation, assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework requirements for licensure as a psychologist in the state of Minnesota. Program Competencies The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology program. 1. Students will demonstrate competency in research, including knowledge of research and quantitative methods as well as psychometrics 2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical manner 3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical and empirical knowledge base and the ability to apply it 4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and an openness to supervision and feedback 5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains 6. Students will demonstrate effective interpersonal skills in professional interactions and relationships 7. Students will demonstrate competency in assessment, including the ability to administer and interpret psychological tests and apply knowledge of strengths and psychopathology to the assessment process 8. Students will demonstrate competency in intervention, including developing and applying evidence-based treatment plans, and evaluating treatment effectiveness 9. Students will evidence knowledge of supervision models and practices 10. Students will evidence knowledge of consultation models and practices, and demonstrate interprofessional/interdisciplinary skills 11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive, developmental, and social aspects of behavior; and the history and systems of psychology Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree program is accredited, inactive by the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the Augsburg University/Argosy Teach-out accredited, inactive program. Effective December 8, 2021, the program is also APA-accredited on contingency for non-teachout, non-Argosy University students in the Clinical Psychology PsyD program. The Program is accredited, on contingency, through the following date: December 8, 2026. Questions related to the program’s APA accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE, Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. Matriculation through the 36 PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national licensure examination and to meet licensure requirements in the state of Minnesota. Licensure requirements and standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to examine the requirements of the specific state in which they plan to practice. State licensure requirements may be obtained from: Association of State and Provincial Psychology Boards P.O. Box 4389 Montgomery, Alabama 36103 332.832.4580 www.asppb.org Academic Requirements and Policies Graduation Requirements Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be responsible for completing the program requirements that are in effect at the time of their admission. The school retains the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible for graduation, students must meet the following requirements. ● ● ● ● ● ● ● ● ● The satisfactory completion of 98 semester credit hours. The total credit hours must include: o 69 credit hours of core courses o 2 credit hours of Professionalization Group o 12 credit hours (two years) of practicum and practicum seminar groups o A minimum of 9 credit hours of general electives o 6 credit hours of Clinical Research Project Successful completion of the Comprehensive Examination no later than the beginning of the fifth year Successful completion of all sections of the Clinical Competency Evaluation (CCE) Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months Successful completion of the Clinical Research Project GPA of at least 3.00 (B average) Completion of these requirements within seven years of matriculation into the program A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar. The Clinical Research Project is approved by all committee members as final, and submitted and accepted into IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month following meeting this requirement, assuming the internship final evaluation has been received earlier. All courses other than electives are considered core courses. Students are required to retake a core course if they receive a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or better. Additional Requirements for Academic Progress for the PsyD Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete the program within seven years after matriculation, with the practica completed by the end of the fourth year. Students are required to be in full-time residence in the program for a minimum of one academic year of pre-internship enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including two years of practicum training that typically occurs during the second and the third academic years. Students are expected to maintain full-time enrollment in the program until all course requirements have been completed. The continuous registration policy will be enforced for all students who have completed all coursework except for the Clinical Research Project. 37 Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a short period of time. Additional requirements for academic progress are described in the Student Handbook. Clinical Training Overview Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical training, Clinical Psychology program students are expected to possess effective assessment and intervention skills, demonstrate cultural competence, relational competence, and practice in an ethical manner. During their clinical training, students advance through progressively challenging levels of training. At each level, a student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate competency in specific clinical tasks. Practicum and Practicum Seminar Requirements Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum Seminar eligibility and requirements may be found in the Student Handbook. Clinical Competency Evaluation (CCE) Requirements The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and clinical practice. Detailed requirements for the CCE are contained in the Student Handbook. Comprehensive Examination Requirements Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical psychologist. The Comprehensive Examination covers material from required courses and training activities during the first three years of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the Student Handbook. Clinical Research Project Requirements The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a committee of faculty members who will review the material and make recommendations and suggestions. Detailed requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student Handbook. Internship Requirements The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD coursework is finished. All students applying for internship are required to fully participate in the national matching process through the Association of Psychology Postdoctoral and Internship Centers (APPIC; www.appic.org). APPIC matches graduate students with intern training sites. Students are required to apply to a minimum of 15 APA Accredited 38 internship match sites (unless an exception is approved by the Director of Training). The Director and Associate Director of Clinical Training help students identify appropriate locations to apply for internship and prepare the documentation necessary for internship application. During the course of the internship, the Training Department continues to monitor the progress of the student and maintain contact with the student and his or her supervisor. While an internship may be a paid position, the internship site may not be the student’s regular or prior place of employment. The internship must be completed within the overall seven-year time limit for completing the doctoral degree program. Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24 months are possible. Since the needs of students differ during the internship process, all internship sites must receive the approval of the training staff. A student may not apply for an internship without the approval of the Director of Training. All internship applications must be approved by the Director of Training. Detailed requirements for internship are described in the Student Handbook. Additional Academic Standards and Student Evaluation Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional, psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required to conform to ethical standards which govern the behavior of professional psychologists. Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD Program) Students who have completed graduate coursework at another institution may petition the program director(s) for transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses). Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. For teachout students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will generally be transferred to Augsburg in full, provided grade minimum and other course requirements were met both at Argosy and at Augsburg. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do not count towards the total number of transfer credits allowed when transferring to Augsburg from an institution other than Argosy’s PsyD Clinical Psychology program. Criteria for Academic Warning and Program Dismissal The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be dismissed from the PsyD programs. Residency Requirements PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that same campus. Attendance Policy The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director. More than two absences in a class can be grounds for not passing that class; students should notify faculty of any anticipated absences. 39 Criteria for Enrollment Load Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the following conditions apply: ● ● ● ● ● The student is registered in at least six credits during a semester. The student is registered in at least 3 credits and is also concurrently enrolled in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) or Advanced Practicum (PRP831 or 832). The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also concurrently enrolled in Advanced Practicum (PRP831 or 832). The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also concurrently enrolled in a half time internship (PRP890 or 891). The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the following conditions apply: ● ● ● ● The student is registered in at least three credits during a semester. The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859). The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum (PRP831 or 832). The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Admission to PsyD Requirements ● ● ● ● ● ● A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0) -orA graduate grade point average of 3.25 (on a scale of 4.0) To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. See the Admission section of this catalog for information about English language proficiency requirements. Completion of an interview with a member of the program Admissions Committee. An admissions representative is available to help interested applicants complete the following required documentation: o Completed Application for Admission Form o Admission Application Fee through PSYCAS (see information about PSYCAS below) o Personal/professional goal statement with a self-appraisal of qualifications for the profession o Current Curriculum Vitae (CV) or resume (or career summary) o Three completed Applicant Recommendation Forms o Official transcripts from all post-secondary schools attended On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions committee, and approved by the Program Director. Foundation Courses The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of these 40 courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three courses are required: ● ● ● Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or Masters degree in Psychology) Abnormal psychology, psychopathology, or maladaptive behavior Statistics or research methods Two additional courses in the field of psychology must also be completed. Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree program. Application Process Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in the application: https://psycas.liaisoncas.com/. Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however, there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the admissions process, an additional fee is charged for each additional application. Non-Degree-Seeking Students in the PsyD Program The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed all course prerequisites. Committee Decisions All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions are final and are not subject to appeal. Clinical Psychology Faculty Sarah Addicks (2022). Assistant Professor of Clinical Psychology. BA, New York University. MS, MPH, Ph.D., West Virginia University. Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Margit Berman (2019). Program Director and Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD, West Virginia University. Abigail Hughes-Scalise (2020). Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA, PhD, Case Western Reserve University. James Theisen (2020). Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA, PhD, Fuller Graduate School of Psychology. 41 Master of Arts in Teaching (MAT) The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who already possess a teaching license who are interested in a second license should look at the MAE program. Our program is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and graduate courses. We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special Education, English as a Second Language. MAT with a concentration in Elementary Education 33 Graduate Credit Hours / 78 Total Credit Hours 100 Out of Class Field Hours Required This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/Minnesota American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EDC 580 - School and Society (3 CH) ● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● EED 550 - K-6 Methods: Math (3 CH) ● EED 560 - K-6 Methods: Science (3 CH) ● EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature One of EDC 481 or EDC 482 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement EED 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Please see the Field Experience section for more information. MAT with a concentration in Secondary Education 30 Graduate Credit Hours / 68 – 107 Total Credit Hours** 42 100 Out of Class Field Experience Hours Required K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5-12 prepare teachers to teach at the middle and high school levels. K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts 5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies 9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts, Visual Arts, Health, Music, and Physical Education. A 5-8 general science license is also available. **Total Credit Hours vary depending on content area and the addition of a middle school endorsement. Program Requirements Please note that additional courses in content area may also be required. ● ● ● ● ● ● ● ● ● EDC 511 - Tools of Inquiry (3 CH) EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EDC 580 - School and Society (3 CH) ESE 525 - Creating Learning Environments (3 CH) ESE 500 - Reading and Writing in Content Area* (3 CH) EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* One of EDC 481, EDC 482, or EDC 483 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better. Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific undergraduate coursework will be required in order for the license to be attained. MAT with a concentration in Special Education 48 Graduate Credit Hours / 73 Total Credit Hours 190 Field Experience Hours The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12 teaching license. This program qualifies students to teach in special education programs and positions working with 43 students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/Minnesota American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● EED 550 - K–6 Methods: Math* (3 CH) ● EED 560 - K–6 Methods: Science* (3 CH) ● SPE 510 - Implementing Assessment Strategies* (3 CH) ● SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH) ● SPE 515 - Theory to Practice* (3 CH) ● SPE 525 - Transition and Community* (3 CH) ● SPE 530 - Instructional and Behavioral Practices* (3 CH) ● SPE 540 - Parent and Professional Planning (3 CH) ● EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. MAT with a concentration in English as a Second Language (ESL) 36 Graduate Credit Hours / 69 Total Credit Hours 110 Field Experience Hours The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/MN American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● ESE 525 - Creating Learning Environments* (3 CH) ● ESL 510 - History and Structure of the English Language (3 CH) ● ESL 520 - ESL Literacy* (3 CH) 44 ● ● ● ESL 530 - Language, Culture, and Schools (3 CH) ESL 540 - ESL Methods* (3 CH) EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar *This course has a field experience requirement. Field Experience An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Graduate Elective Courses Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission to MAT Admission Requirements Students admitted into the MAT licensure and degree programs must have: ● ● Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution. Cumulative grade point average of 2.5 or higher. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. o Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. 45 Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. When graduate coursework is met with a course exception, additional graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH. Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. Acceptance into the MAT Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of courses. MAT in Rochester The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Cumulative GPA Requirement To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg 46 Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Master of Arts in Education (MAE) For those interested in developing their professional capacity, taking graduate coursework in educational studies, or obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively and to nurture healthy change within schools, school systems and society. 47 Program Requirements 30 Graduate Credit Hours The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world. This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context, integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and self-politicization, understanding of different experiences and interactions with broken systems, and articulations of alternative ways of knowing and organizing our social relationships. Required Core Courses (9 CH) EDC 511 – Tools of Inquiry (3 CH) EDC 560 – Issues In/equity (3 CH) EDC 571 – Navigating Change in Education (3 CH) Concentration Coursework (12 CH) *Note: Concentration Coursework may consist of any education coursework. The following concentrations are recommended clusters of courses. Culture & Curriculum Concentration Options EDC 552 - Culturally Responsive Pedagogy (3 CH) EDC 5xx - Paideia Theory, Research, and Practice (3 CH) EDC 512 - Foundations of Curriculum and Instruction (3 CH) EDC 5xx - Out of School Pedagogies (3 CH) EDC 5xx - Education Policy and Advocacy EDC 566 - Diversity/MN American Indians (3 CH) EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH) ESE 500 - Reading and Writing in the Content Area (3 CH) ESL 530 - Language, Culture and Schools (3 CH) SPE 530 - Instructional and Behavioral Practices (3 CH) SPE 510 - Implementing Assessment Strategies (3 CH) Community Engaged Learning Concentration Options EDC 552 - Culturally Responsive Pedagogy (3 CH) EDC 512 - Foundations of Curriculum and Instruction (3 CH) EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH) EDC 541 - Experiential Education EDC 542 - Outdoor Education ESL 530 - Language, Culture, and Schools (3 CH) SPE 525 - Transition and Community (3 CH) SPE 540 - Parent and Professional Planning (3 CH) Elective Coursework Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from other graduate programs at Augsburg or from Education coursework. They may also be taken as professional 48 development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education office or consult the Handbook for more information about these opportunities. Additional Degree Requirements Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the Thesis Completion section below for details about doing a thesis in the MAE program. MAE Inquiry Project Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry project. An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in nature. The inquiry project is a contextualized project designed by graduate students that facilitates: • • professional development within the context of a discipline. participation in and contribution to our broader communities. Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance of presenting problems and societal issues, so that students can apply what they learn to their work in the world. The inquiry project is left to be intentionally open so that graduate students may design school or community based projects that are relevant to the context in which they work. This allows graduate students to explore a compelling project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes. The form and content of the project will be proposed by the graduate students and guided within the content of one graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student either alone or in collaboration with faculty, other graduate students, or community members. Support for Students After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards developing an inquiry project. For students who require additional support in developing their projects, they may be advised toward particular coursework to better prepare their project work. Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop or hone their project if they are unable to complete it during the course in which they have elected to complete the Inquiry Project. Perin, D. (2011). Facilitating Student Learning Through Contextualization. Community College Research Center, Working Paper No. 29: New York, NY Columbia University. MAE with an additional teaching license For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the undergraduate level may be required to satisfy state licensure requirements. 49 When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach the required minimum of 30 Graduate Credit Hours. This additional coursework may be any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the degree. MAE: Additional License in English as a Second Language (ESL) 110 Field Experience Hours EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/MN American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ESE 525 - Creating Learning Environments* (3 CH) ESL 510 - History and Structure of the English Language (3 CH) ESL 520 - ESL Literacy* (3 CH) ESL 530 - Language, Culture, and Schools (3 CH) ESL 540 - ESL Methods* (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation *This course has a field experience requirement. MAE: Additional License in Special Education 190 Field Experience Hours EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) EED 550 - K–6 Methods: Math* (3 CH) EED 560 - K–6 Methods: Science* (3 CH) SPE 510 - Implementing Assessment Strategies* (3 CH) SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH) SPE 515 - Theory to Practice* (3 CH) SPE 525 - Transition and Community* (3 CH) SPE 530 - Instructional and Behavioral Practices* (3 CH) SPE 540 - Parent and Professional Planning (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I 50 EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement *Field experience required as part of this course. Elective Coursework Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission Requirements Students admitted into the MAE programs must have: ● ● A Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg cumulative GPA over their first two terms, they may be dismissed from the graduate program. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. Should a graduate level course be met through course exception, those graduate credit hours may need to be made up through the use of a graduate elective. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. 51 Acceptance into the MAE Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. MAE in Rochester The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Thesis Completion Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to complete a thesis for the MAE will go through the following process: 1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement within their first 12 credit hours. a. Problem Statement Form b. Committee Recommendation Form 2. Enroll in concentration/elective coursework based on guidance from thesis advisor 3. Enroll in Thesis Hours (3 CH) at the end of the program. This counts against Elective Coursework. 4. Thesis Defense - Results in Pass/No Pass for Thesis Hours. Cumulative GPA Requirement To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission form through the Registrar’s Office. Field Experience Some education coursework requires field experience. Courses with field experience contain a minimum requirement of 20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you 52 may be able to complete your field experience in your own classroom. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Students who are not seeking a second license may be able to petition to waive or modify the field experience requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the Academic Policies below. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Our Faculty Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of Minnesota. 53 Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD, University of Minnesota. Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota. Jason Michael Lukasik, Associate Professor of Education and Program Director, MA in Teaching, MA in Education. BA, MEd, PhD. University of Illinois at Chicago. 54 Master of Arts in Leadership MA in Leadership Mission Leadership Development at Augsburg University At the core of the Augsburg Master of Arts in Leadership is a view of leadership as an interactive process between leaders and followers working together to accomplish desired outcomes. The MAL program explores both the nature and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is designed to help individuals formulate and communicate a shared vision, navigate changing environments, understand the impact of cultural competence on leaders and followers, and enhance self-awareness and the capacity to be reflective practitioners. Program Learning Outcomes Graduates should be able to: ● ● ● ● ● ● Identify and analyze multiple theories of leadership in dynamic organizational and community settings; Analyze and navigate complex changing environments in which leaders and followers function; Enhance the capacity to be reflective practitioners; Develop a personal understanding of one’s philosophy of leadership; Articulate an understanding of cultural competence and its impact on effective leadership and followership; and Formulate and communicate a shared vision to inspire achieving desired goals. Curriculum Foundational Courses The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required courses are intended to lay a consistent foundation for the program: ML 505 – Foundations of Leadership Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and weaknesses in contexts. ML 514 – Evaluating Empirical Research Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative research. ML 560 – Cultural Competence and Effective Leadership Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts. Requisite Courses Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and Organizational and Community Context. Personal Growth and Interpersonal Dynamics Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to successfully work with a wide range of individuals at varying levels of an organization. Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills in interactions with peers and instructors that reflect understanding of leader follower dynamics. 55 ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 538 - Communication Skills for Leadership ML 548 - Coaching and Consulting ML 575 - Constructive Conflict Resolution Or a department-approved substitute Organizational and Community Context Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well as the environment that surrounds them in order to operate effectively. Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership. Incorporate these contexts in their analysis and evaluation of leaders and leadership. ML 512 - Leadership in the Community ML 531 - Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change Or a department-approved substitute Elective Courses The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5 elective courses that focus on their own professional development. Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus. ML 511 - Creativity and the Problem-Solving Process ML 530 - Ethics in Communication ML 545 - Decision Making and Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Central American Experience ML 598 - Independent Study ML 599 - Topics Integrative Course This seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. ML 585 - Leadership Capstone: Integrating Theory and Practice MBA/MA in Leadership Dual Degree The dual degree program gives students the benefits of studying business administration and leadership in a coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an organization, preparing them to thrive in today’s interconnected world. 56 Admission to the Dual Degree Program Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year. As the student approaches degree completion in their home program, the student will submit an application for their second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second program. Master of Arts in Leadership Home Primary Program: MA in Leadership 11 courses Students take the following leadership courses to complete the Master of Arts in Leadership degree: ● ● ● ● ● ● ● ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete ML 535 from requisite category 2: Organizational and Community Context o ML 535 - Organization Theory and Leadership Elective courses - select five additional Master of Arts in Leadership electives ML 585 - Leadership Capstone: Integrating Theory and Practice Secondary Program: Master of Business Administration 8 course required; 2 additional courses optional for a concentration area Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program. The student will then take these MBA courses to receive their MBA degree: ● ● ● ● ● ● ● ● MBA 570 - Quantitative Decision-Making for Managers MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 580 - Management Consulting Project Concentration Areas (optional; choose one concentration and take both courses) ● ● ● Data Analytics o MBA 572 - Data Programming o MBA 573 - Predictive Analytics Entrepreneurship concentration o MBA 596 - Managing Innovation o MBA 583 - Entrepreneurship: Execution, Planning and Strategy Finance concentration o MBA 535 - International Finance o MBA 532 - Investment Theory and Portfolio Management 57 Master of Business Administration Home 14 courses required Primary Program: Master of Business Administration Students take the following courses to complete the Master of Business Administration degree: ● ● ● ● ● ● ● ● ● ● ● ● ● MBA 592 - Leadership: Ethics, Vision, and Transformation MBA 545 - Organizational Behavior MBA 570 - Quantitative Decision-Making for Managers MBA 540 - Business and Professional Ethics MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Complete one of the following concentrations: o Data Analytics concentration: MBA 572 and MBA 573 o Entrepreneurship concentration: MBA 596 and MBA 583 o Finance concentration: MBA 535 and MBA 532 o Leadership concentration: Two ML electives Secondary Program: MA in Leadership 5-7 courses required Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied toward the MA in Leadership requirements. ● ● ● ● ● ● ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete one course from requisite category 2: Organizational and Community Context o ML 512 - Leadership in the Community o ML 531 - Dynamics of Change o ML 536 - Facilitating Organizational Change Elective courses - select two Master of Arts in Leadership elective courses ML 585 - Leadership Capstone: Integrating Theory and Practice Earning the dual degree during or after the MBA or MA in Leadership program Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional degree to their existing degree by completing the same requirements listed; Director’s approval is required. Returning students must complete an application form. Upon entering the MBA program, online quantitative skills modules are required in five areas and must be completed before beginning the quantitative courses: 58 • • • • • Statistics Excel Spreadsheets Accounting Economics Finance These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge for the MBA quantitative coursework. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505. Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree. Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/ MA in Leadership Program Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s writing in an academic paper GPA of at least 3.30 Interview with the Director of the MA in Leadership program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership program. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies Admission Requirements Applicants to the program must have: ● Bachelor’s degree from a regionally-accredited, four-year college or university, or an appropriately certified foreign institution. 59 ● ● Minimum cumulative undergraduate grade point average of 3.0 or a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, admission may be possible as decided on a case-by-case basis. Two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential is preferred. Application Checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● Completed application form A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Two letters of recommendation preferred Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Résumé For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585. In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the final projects successfully completed. A student registered for a final course may, with the approval of the program director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Class Attendance Policy The nature of leadership development requires interpersonal engagement. Communication and interaction are an important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in 60 Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content. Given the limited number of meeting times in both formats, our expectation is that students will be present at all class meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis. Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being present in a class will mean that part of the course’s requirements cannot be met. If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final decision will be made by the individual faculty member based on a discussion with the student and the student’s overall performance in the class. MA in Leadership Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. Accreditation and Affiliation Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. Master of Arts in Leadership Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota. Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine University. 61 Thomas Morgan, Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita, Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor Emerita, Sociology. AB, Connecticut College; PhD, Yale University. Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. 62 Master of Arts in Nursing A master’s degree in nursing focuses on health in community life and in health care systems, both locally and globally, and supports students to envision new models of care across practice settings. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the health care system and in emerging care settings in communities. Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Program Goals Graduates of the Master of Art in Nursing Program are prepared to: ● ● ● Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying nursing research and theory in advanced nursing practice and leadership roles. Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further graduate study. Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth, lifelong learning, leadership, and vocation of professional service in a global society. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 credits per semester) or part-time (4 credits per semester). Time to degree completion takes an average 24 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on inter-professional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students 63 to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Research, and Practice Seminar (3 semester credits) NUR 523P - Practicum: Theory, Research, and Practice Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theory-guided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Research, and Practice Seminar (3 semester credits) NUR 523P – Practicum: Theory, Research, and Practice (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in 64 practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Health Commons in Cedar-Riverside A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Applicants to the Master of Arts in Nursing program must have: ● ● ● ● ● An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse A current, unencumbered nursing license A college level statistics course is required for progression in the program, but is not necessary for admission Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Application components: ● ● ● ● A written statement describing professional and educational goals Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o The Program Director may ask for additional transcripts if determined to be necessary. Two letters of recommendation preferred Current resume Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) 65 Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday, Tuesday, or Thursday evening from 4:30pm to 8:30pm. Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica options will vary for each course with choices of either independent practica or faculty-led practica. Accreditation and Affiliations The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and Health Commons at Cedar-Riverside. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN programs. 66 Staff Colleen Hagerman, Nursing Programs Coordinator. 67 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to: ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar, and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One didactic course equals three semester credits. The DNP courses (NUR 800 level) are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to meet the needs of working adults. Synchronous classes typically meet for four or five hours once a month. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows: 68 ● ● ● 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their DNP program. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day practicum immerses students in ways of knowing of the Lakota people and students spend time at Custer State Park, South Dakota. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala; Mexico; Namibia; Pine Ridge, SD; and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Seminars Seminars focus on integration of conceptual learning with field practice and developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree. Final DNP Project Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP-TCN Applicants to the Doctor of Nursing Practice TCN program must have: ● ● ● ● An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: ● ● ● ● A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health is Membership.” Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o The Program Director may ask for additional transcripts if determined to be necessary. Three professional references Personal interview with Augsburg Nursing faculty 69 The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies. Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-director of the BSN Program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs. Staff Colleen Hagerman, Nursing Programs Coordinator. 70 Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to: ● ● ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Integrate scientific evidence based guidelines into clinical practice. Program Structure The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses in the FNP program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours. Didactic A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical skills labs, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500-level courses consist of six hybrid, synchronous and asynchronous classes a semester - four hours of class time, using zoom technology. In addition to the didactic course, students take a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of synchronous and asynchronous modalities with varying times of four to eight hours. One course is offered in an immersion format of four days of class per semester. The FNP courses (final two years of study) are offered primarily on Monday, Tuesday, Wednesday or Friday, approximately six times a semester for four to five hours in a hybrid format, using zoom technology, synchronous and asynchronous as well as some face to face classes. Class time hours will vary. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and/or in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) , the location of Augsburg’s learning site. Students must be prepared to drive to Minneapolis or Rochester for classes. If weather is inclement, Zoom technology is used. 71 Practica (for DNP courses) / Clinicals (for FNP courses) To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the DNP portion and 675 hours for the clinical portion. Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their master’s degree in nursing. 675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675 clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care. In a 15-week semester, practicum hours are computed as follows: ● ● ● 1 semester credit hour = 45 clock hours of practicum time per semester 2 semester credit hour = 90 clock hours of practicum time per semester 3 semester credit hour = 135 clock hours of practicum time per semester Required Practica hours = 360 which equals 8 credits Required Clinical hours=675 which equals 15 credits The total credits for practica and clinicals are equal to 23. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Clinical Skills Labs Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Final DNP/FNP Project Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP Applicants to the Doctor of Nursing Practice FNP program must have: 72 ● ● ● ● ● ● ● ● ● ● ● ● An earned baccalaureate degree in nursing (BSN or BAN), or a master’s degree in nursing from a nationally accredited institution and a nationally accredited nursing program. A minimum of three years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was earned, as well as from the most recently attended institution, if not the same. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or DNP program. Three professional letters of recommendation. A 2-3 page professional essay responding to a posted question on the admission application. Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Personal interview with Augsburg Nursing Faculty. Evidence of a completed undergraduate statistics course on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P). Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current at the time of publication and are subject to change. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international) See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is received, the student may be dismissed from the program. 73 Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Michelle Higgins, DNP, APRN, FNP-C, Instructor. Jill Oswald, DNP, APRN, FNP-C, Instructor, Clinical Director of the DNP-FNP Program Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs. Michelle Ullery, DNP, APRN, FNP-C, Instructor, Director of DNP-FNP Program Staff Colleen Hagerman, Nursing Programs Coordinator. Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data, recognize trends and take the appropriate action. The MBA program utilizes 7 different business simulations in order to enhance experiential learning and critical thinking. Toward the end of the program, Augsburg MBA students work on a consulting project for a business organization or social enterprise. Students are divided into groups of four or five and write strategic, business and marketing plans for the organization or entrepreneur. In the past 18 years, students have written plans and made recommendations for facility expansions, new product introductions, and new marketing programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. 74 The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical decision-making. The students write their own personal development plan focusing on their core strengths, core convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of the world through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. Our MBA graduates make a difference and are committed to diversity, equity and inclusion. We invite you to become part of a growing community of Augsburg MBA alumni. George Dierberger, Ed.D. Director, Master of Business Administration Program MBA Mission - “Prepare Students for Meaningful Work” Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions for their organization and the world. Accreditation The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from one another, mentor each other, and develop their own career development plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community, you’ll build personal, social, and academic abilities. MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. 75 Credit for Prior Learning Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials (with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Students with prior academic coursework that meets the following criteria may be waived from eligible core courses. ● Course(s) must be taken at an approved, regionally-accredited institution. ● Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Academic Calendar The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student will have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), lodging, and travel in-country, as well as some meals. We have visited Germany, France, Poland, England, Ireland, Italy, Chile, Argentina and Brazil. Program Requirements The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction per week through a web-based electronic course management system. A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses. MBA Program Sequence Semester 1: MBA 592 - Leadership: Ethics, Vision and Transformation MBA 545 - Organizational Behavior Semester 2: MBA 540 - Business and Professional Ethics MBA 570 - Quantitative Decision-Making for Managers Semester 3: MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers Semester 4: MBA 530 - Managerial Finance 76 MBA 510 - Applied Managerial Economics Semester 5: MBA 550 - Marketing Management MBA 595 - Strategic Management Semester 6: MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Concentration Course 1 Semester 7: Concentration Course 2 Electives Students are required to complete a concentration in either Finance, Leadership, Entrepreneurship, or Data Analytics. Data Analytics Concentration MBA 572 - Data Programming MBA 573 - Predictive Analytics Finance Concentration MBA 532 - Investment Theory and Portfolio Management MBA 535 - International Finance Leadership Concentration Any two MAL electives from the Master of Arts in Leadership program Entrepreneurship Concentration MBA 596 - Managing Innovation MBA 583 - Entrepreneurship: Execution, Planning & Strategy The entrepreneurship concentration teaches students how to perform the due diligence in developing and turning a business idea into reality by assessing the risks before product development. Our students learn how to collaborate and iterate in approaching the market opportunity and potential solution. Student Learning Experience Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation. SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project. MBA/ MA in Leadership Dual Degree Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details. For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Due to Covid-19, our classes have been held via synchronous video conferencing during the normal class hours. 77 Orientation for new cohorts is generally scheduled one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. Admission to the Augsburg MBA Program Admission Requirements Applicants to the MBA program must have: ● ● Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution Minimum of two years of relevant work experience is preferred Admission checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● ● Completed application—Apply online at www.augsburg.edu/mba Two personal statements Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Current résumé of work history Two confidential letters of recommendation preferred but not required MBA Math (optional for admission based on past experience; passing score required for the quantitative courses) Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and Policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. 78 Academic Evaluation The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete information on grading and evaluation, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: ● ● ● Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting, economics, finance, statistics, and spreadsheets (unless waived by the MBA Director) Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program No more than two courses with a grade of B- MBA Faculty Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois. George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Cory Erickson, Instructor. BA, Ambassador University; MBA, Carlson School of Management, University of Minnesota. Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Phyllis Kapetanakis, Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Ibrahim Keita, Instructor. BS, Arizona State University; MA, Duke University; PhD, University of Minnesota. Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. 79 Master of Fine Arts in Creative Writing MFA Mission The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student writers, creating a close-knit community with fellow writers within and outside of the program. Students receive individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of creative writing. Program Overview The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong community of writers. Genres ● ● ● ● ● Creative Nonfiction Fiction Playwriting Poetry Screenwriting Concentrations ● ● Teaching Publishing Features ● ● ● ● ● Two-year program Annual summer residency Online classrooms One-on-one mentor work Student to mentor ratio of 5:1 Summer Residency Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising. The program includes three summer residencies. Fall and Spring Semesters Online The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the fourth. Cross-genre work is allowed and encouraged. Traditional Plan of Study Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a craft paper course, and a thesis course. 80 ● ● ● First Year o Summer Residency I (6 credits), held for ten days in the Twin Cities, includes a workshop in the student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency (Summer Term 2). o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared genre. o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail. Second Year o Summer Residency II (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2 credits) in which students complete a craft paper examining some aspect of writing. This work is conducted remotely, via computer, phone, and/or mail. o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2 credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or mail. Third Summer o Summer Residency III (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their thesis (students should prepare for this work during their second year). To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. Optional Courses of Study ● Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students completing at least five mentored and reading semesters instead of the standard four. At least four of these semesters should be used to study the student’s declared genre. ● Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option has students completing at least five mentored and reading semesters, including three in the student’s primary declared genre and at least two in a different genre. ● Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for a single residency or semester of study — or longer. Students seeking this option should contact the program director, as the director’s approval is required. ● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside a traditional or extended/mixed genre course of study. The career concentration courses are also available as post-MFA studies. Career concentrations includes: o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining practical and theoretical pedagogy to better prepare students who intend to teach. Students work with accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory seminars during summer residencies. o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8 credits total) designed to introduce students to various aspects of the trade, including acquisition, editing, graphic design production, marketing and distribution. Each year, students work with experienced faculty to select and publish the winner of the Augsburg Howling Bird national competition. During the second semester, students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer residencies. 81 Course Listing ENL 531 - Residency in Creative Writing: Fiction ENL 532 - Residency in Creative Writing: Nonfiction ENL 533 - Residency in Creative Writing: Poetry ENL 534 - Residency in Creative Writing: Screenwriting ENL 535 - Residency in Creative Writing: Playwriting ENL 536 - Residency in Creative Writing: Multi-Genre ENL 541 - Mentorship and Critical and Creative Reading: Fiction ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction ENL 543 - Mentorship and Critical and Creative Reading: Poetry ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting ENL 545 - Mentorship and Critical and Creative Reading: Playwriting ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre ENL 547 - Craft Paper: Fiction ENL 548 - Craft Paper: Nonfiction ENL 549 - Craft Paper: Poetry ENL 550 - Craft Paper: Screenwriting ENL 551 - Craft Paper: Playwriting ENL 552 - Craft Paper: Multi-Genre ENL 553 - Thesis: Fiction ENL 554 - Thesis: Nonfiction ENL 555 - Thesis: Poetry ENL 556 - Thesis: Screenwriting ENL 557 - Thesis: Playwriting ENL 558 - Thesis: Multi-Genre ENL 559 - Thesis ENL 560 - Craft Paper ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre Concentration Courses: ENL 525 - Teaching Writing: Practice and Theory ENL 527 - Publishing I ENL 528 - Publishing II For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university, or an appropriately certified foreign institution, with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include ● Completed online application ● One letter of recommendation preferred ● A personal essay 82 ● ● Applicants must submit an official transcript(s) from the regionally-accredited institution granting the bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. A writing sample (page counts are meant to provide guidance but are not a requirement): o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script/playwriting format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper and thesis courses carry two credits each. To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. 83 MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at B or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions. Affiliation The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. Mentor Faculty James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of Nebraska, Lincoln. Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University. Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of Library & Information Science, San José State University, San José, CA. Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University. Michael Kleber-Diggs, MFA Mentor. JD, University of Minnesota. Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin. Sarah Myers, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas, Austin. Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction, Bennington College. TyLie Shider, MFA Mentor. BA, Delaware State University; MFA New York University. Lindsay Starck, Associate Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina, Chapel Hill. 84 Faculty Associates D.E. Green, Professor Emeritus, English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown University. Visiting Writers Fiction Lisa Van Orman Hanley, 2019 Ted Thompson, 2018 Kate Bernheimer, 2017 Jacob Appel, 2016 Helene Wecker, 2015 Pam Houston, 2014 Benjamin Percy, 2013, 2020 Creative Nonfiction John Medeiros, 2020 Tessa Fontaine, 2019 Kao Kalia Yang, 2018 Jean Harper, 2017 Greg Breining, 2016 Sue William Silverman, 2013 & 2015 Deborah Blum, 2014 Poetry Danez Smith, 2019 Katelynn Hibbard, 2018 Patricia Smith, 2017 Sean Hill, 2016 Marcie Vogel, 2015 Alex Lemon, 2014 Ed Bok Lee, 2013 Playwriting Stacey Rose, 2019 Andrew Rosendorf, 2018 Harrison Rivers, 2017 Christina Ham, 2016 Carson Kreitzer, 2015 Kristoffer Diaz, 2014 Screenwriting Rebecca Sonnenshine, 2019 Wenona Wilms, 2018 Remy Auberjonois & Kate Nowlin, 2017 Michael Starrbury, 2016 Ken Rance, 2015 Bill Wheeler, 2014 Christina Lazaridi, 2013 85 Administration Stephan Clark, Director Lindsay Starck, Associate Director 86 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, the MMT program offers unique learning opportunities that foster discovery and help students realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing, and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible, and possesses breadth and depth, designed to meet the changing needs of clients and demands in clinical practice. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program that includes core music therapy courses designed to advance clinical practice and a wide selection of elective courses to tailor the development of clinical expertise. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 – Thesis or Final Project (2 credits) Music Therapy Electives– 12 credits MUS 550 - Music Psychotherapy (2 credits) MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery (2 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (3 credits) MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience) MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience) MUS 585 - Advanced Music Therapy Group Work (3 credits) MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits) Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by the academic advisor and program director. ● ● Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. Manuscript for publication: A scholarly manuscript based on any type of research conducted or clinical case study. 87 ● Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 315 - Psychology, Culture, and Community in Music (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 374 - Music Therapy Practicum (1 credits) MUS 375 - Music Therapy Practicum (1 credits) BIO 103 - Human Anatomy & Physiology (4 credits) PSY 105 - Principles of Psychology (4 credits) PSY 203 - Lifespan Development (4 credits) PSY 262 - Abnormal Psychology (4 credits) In addition to all the graduate coursework, students must also complete the music therapy internship. MUS 546 - Clinical Music Therapy Internship (2 credits) The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT and Equivalency Plus), as well as the courses listed below. MUS 113 - Music Theory and Aural Skills I (4 credits) MUS 114 - Music Theory and Aural Skills II (4 credits) MUS 213 - Music Theory and Aural Skills III (4 credits) MUS 214 - Music Theory and Aural Skills IV (4 credits) MUP xxx Primary Lessons (minimum 4 semesters needed) MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed) MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) OR music history course from another genre MUS 232 History and Literature of Music, 1750 to Present (4 credits) OR music history course from another genre After completing the graduate coursework, students must also complete the music therapy internship. 180 practicum hours need to be completed prior to the internship. Internship will consist of 1,040 supervised clinical hours to fulfill the requirement. Additionally, proficiency exams on piano, voice, and guitar must be passed prior to starting an internship. MUS 546 - Clinical Music Therapy Internship (2 credits) Plan of Study There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track (MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track (E+MMT). The third is for individuals that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track (E++MMT). Thesis/Final Project As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards. The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding 88 course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also includes the defense of the thesis. Thesis/Final Project Requirements The term thesis is used for the research and document required for the master's degree in many departments and programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project follow the same process outlined below. While the thesis includes a research component, the final project maintains the rigor of a thesis project, but does not include the formal research component. 1. Once the research topic has been chosen, the student must submit a project proposal: a written formal statement of the topic and plan of execution for the research. Your academic advisor will let the student know what form the proposal should take. 2. The composition of the committee that will supervise the project should be determined in collaboration with the student and academic advisor. The number of members needed on a project committee may vary depending on areas of expertise, but should include a minimum of three (thesis advisor and two reviewers). The academic advisor will provide final approval of the review committee and thesis topic. 3. Students will provide a 25-30 minute oral presentation of their thesis with their academic advisor, program director, and all reviewers present. Academic advisor, program director, and reviewers will ask questions of the student and then deliberate and vote when the student has been excused. 4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that reviewers have required. When those have been received the final grade for the thesis will be submitted and the student will provide two bound copies of the thesis to the program director. MMT Program Comprehensive Review In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project, but always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project, and assesses the student's mastery of the several components of the degree course work. Students will demonstrate evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited to: ● ● ● ● ● ● ● ● ● Theoretical foundations Assessment and evaluation Music therapy methods and method-variations Sociocultural considerations Reflective and reflexive practice Ethical considerations Evidence-based practice Professional development Research methodologies Admission to MMT ● ● Online Application Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree, or an appropriately certified foreign institution, and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. 89 ● ● ● ● 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification (if applicable) A music assessment (this can be taped or live) of ten to fifteen minutes of your primary instrument(s) and any additional instrument(s) applicant is proficient on Music from any genre can be a part of the music assessment. Essay-(submitted as part of the online application) no longer than three pages. Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg University Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation The Master of Music Therapy program is accredited by the National Association of Schools of Music (NASM) and approved by the American Music Therapy Association (AMTA). Augsburg University is accredited by the Higher Learning Commission. MMT Faculty Annie Heiderscheit, Ph.D., MT-BC, LMFT, Associate Professor & Director of Music Therapy Debbie Bates, Ph.D., MT-BC, Instructor Nancy A. Jackson, Ph.D., MT-BC, Instructor Juyoung Lee, Ph.D., MT-BC, RMT, Assistant Professor Lindsay Markworth, MMT, MT-BC, Instructor Dawn McDougal Miller, M.Ed. MT-BC, Instructor Emma Moonier, MS, LPCC, MT-BC, Practicum Coordinator & Instructor 90 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg PA program is to educate empathic, community-minded, and forward-thinking health care leaders to practice in primary care with a focus on underserved, underrepresented, and marginalized communities. The Augsburg PA program values team-based learning for team-based patient care through connection, inclusion, and innovation. Accreditation The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the Augsburg University Physician Assistant Program sponsored by Augsburg University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be 2029 June. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy. The program’s accreditation history can be viewed on the ARC-PA website at https://www.arc-pa.org/accreditation-history-augsburg-university/ Program Director (Dr. Vanessa Bester, phone 612-330-1660 and/or email besterva@augsburg.edu) Curriculum The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies. Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. In addition, the clinical practice seminar is a small-group, case-based course that offers the unique opportunity to integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that promote the development of practical skills through the use of simulated patients, technical skills workshops and labs. The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and a variety of practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine, internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers. A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN, locations in the 5 state area, and beyond. The Augsburg PA program includes time away from the program at varying times which may or may not differ from the traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program. PA Program Sample Calendar YEAR 1 Summer 91 PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 511 - History and Physical Exam Skills I PA 521 - Pharmacotherapy I PA 531 - Clinical Medicine I PA 542 - Professional Issues PA 546 - Clinical Practice Seminar I Spring PA 512 - History and Physical Exam Skills II PA 522 - Pharmacotherapy II PA 532 - Clinical Medicine II PA 547 - Clinical Practice Seminar II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III PA 545 - Clinical Phase Transition Master’s Project course, one of the following*: PA 599 - Directed Study ML 577 - International Experience Clinical Phase (12 Months) Fall (12 credits) Spring (12 credits) Summer (16 credits) PA 600-622 (4-6 credits) Over the course of the clinical year, every student is required to successfully complete 7 core clinical experiences* and additional electives or preceptorships that complement our primary care-focused curriculum. These include: ● Psychiatry and Behavioral Health* ● Emergency Medicine* ● Family Medicine* ● General Surgery* ● Internal Medicine* ● Pediatrics* ● Women’s Health* ● Electives/Preceptorships Examples: urgent care, primary care, cardiology, pulmnonary, orthopeditcis, emergency mediciine, critical care, surgery, transgender care, pediatrics, infectious diseases, internal medicine, dermatology PA 690 - Capstone Course (2 credits) - Required in the last semester of the program. For a complete list of courses and descriptions, see the Course Description Search. 92 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Qualified applicants will have: ● ● ● ● ● Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application Minimum science GPA of 3.0 as calculated by CASPA at the time of application Completed the Augsburg University PA Program Supplemental Application Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited two-year or four-year college or university (within the timeline specific to your degree status as defined below). ● ● ● ● ● ● One full course of psychology One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of statistics One course of medical terminology *Labs are recommended but not required. ● ● ● ● Online prerequisite courses from accredited institutions are also accepted. Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be completed by May 1 of the year of matriculation. The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of required prerequisite courses. GRE, PA-CAT and MCAT are not required for application to this program. Strongly Recommended Highly competitive applicants to the Augsburg PA Program will also have: ● ● ● ● Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider. Demonstration of a commitment to, and involvement with, underserved communities PA Program Application Process The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the Augsburg University PA Program supplemental application. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted by August 1. 93 Selection Process The Augsburg PA Program is a mission driven program that recruits caring individuals who are dedicated to providing and increasing access to competent health care. The Admissions Committee looks for a balanced application by reviewing key criteria such as a bachelor’s degree, cumulative GPA, science GPA, prerequisite courses, essays and direct patient care experience. Applicants are reviewed holistically for their service to underserved populations, knowledge of the profession, leadership activities, compassion and respect for others, ethics and integrity, personal and professional development, and letters of recommendation. We give preference to applicants who demonstrate a strong match to our mission and who meet any of the following characteristics: ● ● ● ● ● Minnesota residents Augsburg graduates (those who have completed an undergraduate degree) Re-applicants who have improved their science GPA (improved by at least 0.2 after meeting the minimum requirement of 3.0) and/or patient care experience (accrued at least 2000 hours of direct patient care at time of re-application) Military experience (honorably discharged veterans and active military) HRSA economic indicators from CASPA application: ● I am the first generation in my family to attend college (neither my mother nor my father attended college) ● I am from a family that lives in an area that is designated as a Health Professional Shortage Area, or a Medically Underserved Area (https://data.hrsa.gov/tools/shortage-area/hpsa-find). ● Your parent’s family income falls within the table’s guidelines and you are considered to have met the criteria for economically disadvantaged (https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html) Interviews (September-November) As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted from September-November. Candidates are invited to campus to meet program faculty, staff, current students, and to tour the facilities. The interviews focus on an applicant’s professionalism, communication skills, knowledge of and dedication to the Augsburg PA mission, patient care experiences, teamwork skills, and questions asked by the applicant. As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months of October and May. A list of alternates will be selected to fill seats that accepted candidates may not claim. Academic Policies To access additional information pertaining to program policies, please reference the current student handbook. Technical Standards Technical Standards are defined as the nonacademic requirements for participation in an educational program or activity. They include physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the curriculum and for entry into the profession. All candidates and students for a master of physician assistant studies degree offered by the PA Program at Augsburg University must have, with or without reasonable accommodation, multiple abilities and skills including: Physical Technical Standards ● Functional use of the senses of vision, hearing, and equilibrium. ● Exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and vibratory) senses ● Perception/observation of demonstrations, exercises, and patients accurately at a distance and close at hand. 94 ● ● ● ● ● Communicate (in English) effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team, other professionals, patients and their families, including verbal, non-verbal, written and typed communication. Dissect cadavers and examine gross specimens in gross anatomy and pathology laboratories Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a sphygmomanometer Possess gross and fine motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic diagnostic procedures Execute motor movements reasonably required to provide basic medical care, such as airway management, placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, pelvic examination, genital examination, digital rectal examination, simple obstetric maneuvers, and extended standing and retraction in a sterile surgical environment and gown while actively assisting the surgical team for prolonged periods of time. Cognitive Technical Standards Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex information presented in formal lectures, small group discussions, medical literature, individual teaching settings, and in clinical patient care settings. Students must be able to demonstrate higher-level cognitive abilities, which include: ● ● ● ● ● ● be able to independently access and interpret medical histories or files identify significant findings from history, physical examination, and laboratory data provide a reasoned explanation for likely diagnoses and prescribed medications and therapy recall and retain information in an efficient and timely manner and be able to see the relationship between this retained information and its application in clinical practice calculate, reason, analyze, and synthesize incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans Behavioral and Social Technical Standards ● Demonstrate the emotional health, maturity and compassion required of a healthcare provider. ● Possess the ability to use their intellectual capacity, exercise good judgment, and promptly complete responsibilities attendant to the diagnosis under potentially stressful circumstances, emergency situations, and extended hours ● Develop empathic, sensitive, and effective relationships with patients ● Adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine ● Respond to supervision appropriately and act within the scope of practice, when indicated ● Possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic backgrounds, and all belief systems. ● Take responsibility for themselves and their behaviors ● Positively represent the Augsburg University PA Program and the PA Profession All PA students must meet the minimum technical standards at all times to successfully progress through the program. Inability to meet any of these requirements at any stage in the program will result in a formal review process with the student progression review committee (PRC) to support the student and identify reasonable accommodations. It is the responsibility of the student to notify the PA Program Student Progression Committee, in writing, of any changes in ability to meet minimum technical standards. A stated intention to only practice in a narrow field of medicine does not alter the requirement that all students take and achieve full competence across the entire curriculum. 95 Documentation of a Disability The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet the published technical standards. All Augsburg students have been accepted by the college based on their ability to succeed academically and are required to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or have another disability, the CLASS office can provide you with reasonable accommodations and support. Disability Specialists provide: ● ● ● ● ● Determination of appropriate accommodations Individual support Instruction in learning strategies Help with time management and organizational skills Assistance with course selection Accommodations may include: ● ● ● ● ● ● Alternative testing (extended time, limited distraction) Assistive technology Alternative format textbooks and course materials Note taking support Housing accommodations Classroom accommodations Some Examples of Disabilities ● ● ● ● ● ● ● ● ● ● Attention-Deficit/Hyperactivity Disorder (ADHD/ADD) Learning Disabilities Psychiatric Disabilities Autism Spectrum Disorders Head Injury/Traumatic Brain Injury Physical Disabilities and Systemic Illnesses Deafness/Hearing Impairment Blindness/Low Vision Disabilities that are sporadic or degenerative in nature Temporary conditions Accessing accommodations is an ongoing and interactive process where information can be gathered from the student and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We prefer students to present any documentation that describes their disability and the impact on educational experiences directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on an individual basis. The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 330-1053. 96 Advanced Placement and Experiential Learning Policy The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical phase. Employment while in the Program We strongly discourage outside employment while enrolled in the Physician Assistant Program. Faculty does recognize that employment may be an issue that some students will face. However, program obligations and academic expectations will not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with the physician assistant students' learning progress or responsibilities while in the program. Outside employment is never considered an excused absence. Employment will not be accepted as an excuse for academic failures. or assignments not completed on time. Withdrawal Policy A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the University. Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies. Please review official withdrawal deadlines on the registrar website for questions on tuition refunds. Readmission Policy Re-admission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental Application. Additionally, at the time of application, the applicant must submit a letter reflecting upon and outlining the reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer advanced placement to any student. For the full readmission policy and reapplication process, please contact the program. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial. PA Program Faculty Vanessa Bester, EdD, MPAS, PA-C, Program Director, Assistant Professor. Kurt Devine, MD, IMedical Director. Ryane Lester, MPAS, PA-C, Instructor. 97 Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor. Amanda Perkins, PharmD, Instructor. Caroline Rowe, PhD, Instructor. Danielle Skoglund, MPAS, PA-C, Clinical Coordinator. Eric Van Hecke, MPAS, PA-C, Instructor. Rachel Elbing, MPH, PA-C, Clinical Assistant Professor 98 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. MSW Mission We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work practice that promotes intersectional racial and social justice in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: ● ● ● ● ● ● ● ● Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog. 99 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 100 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, students study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the time of their application to the program. Students also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, students deepen their knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to their chosen concentration and is completed concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. Social work leaders must advocate for social change where necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. Portfolio or Summative Evaluation Project ● Portfolio Project (MCCP students) 101 ● ● ● The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (MCMP students) All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis The MSW program does not currently support a thesis option for students. Program updates are in process for the 23-24 catalog. Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: ● ● ● ● ● ● Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW, there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL 102 SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 506 - Practice Methods and Skills 2: Groups and Families* SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies* SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only) SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1 SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals SWK 629 - Multicultural Clinical Practice (MCCP) with Families SPRING SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2 SWK 630 - Multicultural Policy Practice SWK 631 - Multicultural Clinical Practice (MCCP) with Groups SUMMER 1 SWK 634 - Multicultural Clinical Practice (MCCP) Supervision SWK 639 - Multicultural Clinical Practice (MCCP) Elective SWK 640 - Multicultural Clinical Practice (MCCP) Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1 SWK 660 - Multicultural Macro Practice (MCMP) Research Methods SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2 SWK 668 - Organizations/Social Administrative Practice 2 SWK 630 - Multicultural Policy Practice SUMMER 103 SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 - Multicultural Macro Practice (MCMP) Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. SWK 699 General Elective Students in both concentrations complete at least one general elective course. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: ● ● ● ● ● ● ● Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP) settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: ● ● ● ● Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begins in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities. 104 In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum ● Foundation or advanced standing coursework ● Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience ● The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. ● Complete a minimum of ten MBA courses after completion of the MSW degree. ● For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA program. Admission to one program does not guarantee admission to the other. 105 MSW/LADC License The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling credential while studying in the MSW program. Purpose The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice of alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic assessments, individual, family and group treatment once they are appropriately licensed. Plan of Study The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699, General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880 internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880 field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN Board of Behavioral Health and Therapy. Admission to MSW The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements ● Bachelor’s degree from a regionally-accredited college or university or an appropriately certified foreign institution ● Cumulative undergraduate GPA of 3.0 or higher ● Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101. ● ● ● ● Completed application form Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) 106 ● ● ● ● Two recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their MSW degree from Augsburg University. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a waiver. Additional transcripts may be required to demonstrate qualifications for advanced standing. Academic Policies Academic Achievement Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the student may be dismissed from the program. Students are retained in the program who can: ● ● ● ● Maintain expected grade point average (3.00 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW Program Internship Placement Tracking website. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework. 107 Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook. Program Costs In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term study abroad electives. Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500. ● ● ● ● ● ● ● Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemnig Memorial Scholarship Blanca Rosa Egas Memorial Scholarship MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. MSW Faculty Johanna Barry, Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola University Chicago. Ankita Deka, Associate Professor of Social Work, Field Education Coordinator. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Professor of Social Work. BSW Program Director. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Melissa Hensley, Associate Professor of Social Work, BSW Field Director. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Kao Nou Moua, Assistant Professor of Social Work. BA, MSW, University of Montana, PhD, University of Minnesota. 108 Erin Sugrue, Assistant Professor of Social Work, MSW Field Director. BA, Grinnell College; MSW, MPP, PhD, University of Minnesota. Special Appointments Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of Wisconsin. Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University. MSW Staff Doran Edwards, BSW Program Assistant Director Lydia Madden, Social Work Department Coordinator & MSW Field Assistant 109 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Sylvia Bartley, PhD Cyrus Batheja ‘08, ‘11 MBA, EdD Karen A. Durant ’81 Karim El-Hibri ‘06 Matthew K. Entenza, JD Ellen Ewald Nicholas C. Gangestad ’86, MBA Rev. Marlene Whiterabbit Helgemo James Hereford Kenneth Holmen ‘74, MD Veena Iyer, JD Diane L. Jacobson, PhD Mark Johnson ‘75 Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Ethelind Kaba Dean Kennedy ‘75 Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 Jeffrey M. Nodland ’77 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 110
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Title: Augsburg University Course Descriptions, 2023-2024
Collection: Course Catalogs
Search Result: Augsburg University 2023-2024 Course Descriptions (as of 7/21/2023) ACA – Academic Advising ACA100 First Year Transition 1 Semester Credits This class supports students making the transition from high school to the university. It will explore topics such as campus resources, time management...
Show more Augsburg University 2023-2024 Course Descriptions (as of 7/21/2023) ACA – Academic Advising ACA100 First Year Transition 1 Semester Credits This class supports students making the transition from high school to the university. It will explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers students to effectively navigate the university experience and to develop the confidence and tools to be successful. Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) ACA195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): PASSCRSELG(Eligible to take Promoting Academic Student Success (PASS)) ACC - Accounting ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to accounting principles and methods for external financial reporting. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable* ACC222 Introduction to Managerial Accounting 4 Semester Credits Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business) ACC250 Accounting for Entrepreneurs 4 Semester Credits 1 This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner, giving them the practical knowledge they would need to understand the financial aspects of their business, including a basic use of the accounting software QuickBooks. Core Curriculum Component: None Prerequisite(s): None ACC322 Intermediate Accounting I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC323 Intermediate Accounting II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322(C- minimum grade in ACC322) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making. Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability Theory), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of DST334(Statistical Modeling), MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I), MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance), MAT202(Discrete Mathematics For Computing), MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics), MKT252(Principles of Marketing) ACC326 Individual Tax Accounting 4 Semester Credits The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the preparation of individual income tax form 1040, related schedules and tax preparer ethics. 2 Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC423 Auditing 4 Semester Credits Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management) ACC495 Topics 4 Semester Credits This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting. Core Curriculum Component: None Prerequisite(s): ACC322(Intermediate Accounting I) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS – American Indian, First Nations, and Indigenous Studies AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities 3 Prerequisite(s): None AIS193 Topics Workshop: Well-Being and Success in the University 2 Semester Credits This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop once for credit. Core Curriculum Component: None Prerequisite(s): None AIS202 Storytelling, Dance, and Art: Indigenous Expression 4 Semester Credits This course honors Indigenous contemporary cultural forms of expression including theater, film, new media, storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore how Indigenous culture shapes and is shaped by contemporary cultural contexts. Core Curriculum Component: Humanities Prerequisite(s): None AIS205 Contemporary American Indian Issues 4 Semester Credits This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines cultural and political experience, and the complex relationship between Native peoples and the United States. Core Curriculum Component: Humanities Prerequisite(s): None AIS208 Native American/First Nations Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: Humanities Prerequisite(s): None AIS264 American Indians in the Cinema 4 Semester Credits This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this. 4 Core Curriculum Component: Humanities Prerequisite(s): None AIS295 Topics 4 Semester Credits This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice; sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and other such focuses. Topics offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS302 Indigenous Expressive Forms 4 Semester Credits This course explores the multiple ways that Native people develop expressions of art, music and literacy in contemporary contexts. The course examines multiple production modalities, the use of technology, and the expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of creative activity, focusing on a theme, a medium of expression, or a particular community. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS304 Engaging Native Communities 4 Semester Credits Engaging with Native Communities explores the Native communities and organizations of this area, their history and origins as well as the challenges and contributions they make. Our seminar style course combines student research with community-based learning. Your work informs our classroom discussions and research while also giving back to the community in valuable and reciprocal ways. Core Curriculum Component: Augsburg Experience Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues) AIS305 Indigenous Issues of the Americas 4 Semester Credits 5 This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women's issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. Core Curriculum Component: None Prerequisite(s): None AIS380 Decolonizing Practices: Reading, Writing, Research 4 Semester Credits This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We will explore what it means to read, write and research with an Indigenous perspective. While so much research exists that is driven and conducted from White/European and male lenses, our studies and work will emerge from engagement with Indigenous scholars, theories and approaches. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS393 Topics Workshop: Well-Being and Success After University 2 Semester Credits This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your future. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 6 AIS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS405 Indigenous Activism and Resistance in the Americas 4 Semester Credits This course explores ongoing and current forms of activism and resistance across North and South America that are directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization. Core Curriculum Component: Keystone Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues), AIS305(Indigenous Issues of Central America) AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS499 7 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None ANT – Anthropology ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART – Art and Design ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART102 Visual Literacy 4 Semester Credits 8 Contemporary life is overflowing with visual content. Successfully navigating this massive visual culture requires the ability to recognize, interpret, create, and communicate meaning through the visual elements of art and design. This skill is known as visual literacy. Core Curriculum Component: Fine Arts Prerequisite(s): None ART103 Special Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART109 Pixels and Vectors 4 Semester Credits This course aims to introduce students to graphic design tools and develop their ideas through effective image searches and manipulation using appropriate tools and effects. The course will cover Adobe Photoshop, Adobe Illustrator, Adobe InDesign, and Adobe After Effects through three main projects. Core Curriculum Component: Fine Arts Prerequisite(s): None 9 ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting. Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts Prerequisite(s): None ART124 Graphic Design Production: InDesign 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts. This course explores the process of creating and managing multiple page layouts with variable page content. Core Curriculum Component: None Prerequisite(s): None ART125 Graphic Design Production: Illustrator 1 Semester Credits This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos, advertisements, or other graphic documents. Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART126 Graphic Design Production: Photoshop 1 Semester Credits This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative visual effects. 10 Core Curriculum Component: None Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable* ART127 Graphic Design Production: HTML/CSS 1 Semester Credits This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles of Web Design including usability and the tools to accomplish this including HTML5 and CSS3. Core Curriculum Component: None Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Core Curriculum Component: Fine Arts Prerequisite(s): None ART133 Introduction to Digital Photography 4 Semester Credits This course introduces students to the conceptual and practical principles of digital photography. Fundamental terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital cameras, software, scanners, and printers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 11 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART201 Introduction to Graphic Design 4 Semester Credits Graphic design is the practice of using words and images to communicate and create meaning. In this course, students will learn the fundamental concepts of graphic design through the lens of both historic and contemporary design work, and a deeply iterative design practice. This studio class builds upon the visual literacy gained in ART102 and the technical skills of ART109, in order for students to be able to both recognize, synthesize, and utilize a broad range of visual, cultural, historic, and conceptual elements of graphic design. Core Curriculum Component: Fine Arts Prerequisite(s): ART102(Visual Literacy), ART109(Pixels and Vectors) ART202 Typography 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): ART102(Visual Literacy), ART109(Pixels and Vectors) ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) ART211 Art of Resistance 4 Semester Credits Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally, philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in various experiential learning environments in Palestine, this course will examine the arts as creative expression of the human imagination through activities such as creation, historical study, and critical analysis. Core Curriculum Component: Fine Arts, Augsburg Experience Prerequisite(s): None ART215 12 Introduction to Web Design 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART220 Screen Printing I 4 Semester Credits Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential tool in influencing cultural change and contributing to new societal ideas. Core Curriculum Component: Fine Arts Prerequisite(s): None ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART226 Artist Workshop 1 Semester Credits This course offers students the opportunity to work with a professional artist or designer. Students participate in workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a professional studio atmosphere. Course is repeatable. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART231 13 Pre-Columbian, Colonial, and Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press-Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits 14 Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures, discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural studies. Emphasis is on both skill and individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits 15 Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Mid-Program Portfolio Review 2 Semester Credits exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. 16 Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Graphic Systems 4 Semester Credits Graphic Systems explores design concepts and production for interactive experiences as seen through publications (screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and practice through research and projects. Time in concerned with the rational progression of a story, but also informs the sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size of an image on a page, printed, or electronic. Core Curriculum Component: None Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography) ART322 Plein Air Sketching II 4 Semester Credits Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART324 Design Studio I 4 Semester Credits As part of the design agency, students will become familiar with working on real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design), ART202(Typography) ART326 Design Studio II 4 Semester Credits As part of the design agency, students will become competent in the skills necessary to execute real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: None Prerequisite(s): ART305(Junior Exhibition and Review), ART324(Design Studio I) ART332 17 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Advanced Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): ART133(Introduction to Digital Photography) ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART347 Advanced Drawing 4 Semester Credits Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on the development of subject matter, themed series, individual style, and original expression. Concentration on developing visual conceptualization and visual, written and oral communication skills. Core Curriculum Component: None Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing) ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None 18 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART355 Advanced Painting 4 Semester Credits Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on the development of subject matter, themed series, individual style, and original expression. Concentration on developing visual conceptualization and visual, written and oral communication skills. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None 19 Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits 20 Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None ART390 Native American Art 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 21 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition/Project and Review 4 Semester Credits This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis project and review. Majors learn professional practices and writing for the arts, produce themed original creative production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in critical dialogue, participate in formal faculty review and reflect on vocation. Core Curriculum Component: Keystone Prerequisite(s): ART305(Junior Exhibition and Review) ART424 Advanced Design Studio III 4 Semester Credits As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the components of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal interests and abilities, editing and refining the range and quality of portfolio work. Core Curriculum Component: Augsburg Experience Prerequisite(s): ART315(Web Design II), ART326(Design Studio II) ART425 Advanced Design Studio IV 4 Semester Credits As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative, project-based approach, this class explores the practice of graphic design as well as competencies of managing creative projects. Students will extend their learning beyond the classroom and work with community partners to create a variety of design projects. Core Curriculum Component: Keystone Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable* ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 22 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL – American Sign Language ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG – Augsburg Seminar AUG101 Augsburg Seminar 1 Semester Credits A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) 23 AUGEX – Augsburg Experience AUGEX1 Augsburg Experience - Non-credit International Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX1(Approval to register for AUGEX1) AUGEX2 Augsburg Experience - Faculty/Student Research 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX2(Approval to register for AUGEX2) AUGEX3 Augsburg Experience - Non-credit Internship 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX3(Approval to register for AUGEX3) AUGEX4 Augsburg Experience - Work Connections 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX4(Approval to register for AUGEX4) AUGEX5 Augsburg Experience - Special Immersion 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): AUGEX5(Approval to register for AUGEX5) BIO - Biology BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent registration in BIO102L is required. (Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) 24 BIO102L The Biological World Lab 0 Semester Credits Three hour lab taken concurrently with BIO102. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I), MUS113(Music Theory and Aural Skills I) BIO103L Human Anatomy and Physiology Lab 0 Semester Credits Three hour lab taken concurrently with BIO103. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 25 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Three hour lab taken concurrently with BIO121. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits An introduction to biology for biology and related majors. Topics include cell and molecular biology, metabolism, and genetics. Concurrent registration in BIO151L is required. Students who do not require this course for their major (e.g. non-science majors) must get instructor permission to enroll. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 1 Semester Credits Three hour lab taken concurrently with BIO151. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 26 4 Semester Credits An introduction to evolution, ecology, and biological diversity for biology and related majors. Concurrent registration in BIO152L is required. Students who do not require this course for their major (e.g. non-science majors) must get instructor permission to enroll. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) BIO152L Evolution, Ecology and Diversity Lab 1 Semester Credits Four hour lab taken concurrently with BIO152. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study: Research in Biology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO320 Human Anatomy 4 Semester Credits This course is a systems approach to the study of human body structure including histology and gross anatomy. Students learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some other allied health programs. Concurrent registration in BIO320L is required. 27 Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO320L Human Anatomy Lab 1 Semester Credits Four hour lab taken concurrently with BIO320. Core Curriculum Component: None Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required* BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. Concurrent registration in BIO351L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 1 Semester Credits Four hour lab taken concurrently with BIO351. Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 1 Semester Credits Four hour lab taken concurrently with BIO353. Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO354 28 Cell Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO354L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), CHM116(General Chemistry II) BIO354L Cell Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO354. Core Curriculum Component: None Prerequisite(s): BIO354(Introductory Cellular Biology) *concurrent registration is required* BIO355 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO355L is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO355L Genetics Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO355(Genetics) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in BIO361L is required. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO361. 29 Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in BIO369L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I) BIO369L Biochemistry Lab 1 Semester Credits Four hour lab taken concurrently with BIO369. Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO370 Biochemistry II 4 Semester Credits Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence. Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part of the course. Core Curriculum Component: None Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry) BIO396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 30 BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology) BIO420 Conservation Biology 4 Semester Credits This course will focus on the scientific foundations of biological conservation. Students will explore major threats to ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of people and nature. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity) BIO425 Freshwater Ecology 4 Semester Credits This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems, including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management. Concurrent enrollment in BIO425L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255(Genetics), BIO355(Genetics); 1 of BIO255L(Completed with C- grade), BIO255L(Completed with L grade), BIO355L(Genetics Lab); BIO152(Evolution, Ecology and Diversity) BIO425L Freshwater Ecology Lab 1 Semester Credits Required lab taken concurrently with BIO425 Core Curriculum Component: Augsburg Experience Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required* BIO444 31 Genomics and Biotechnology 4 Semester Credits An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the insights genomics provides into human health and the domestication of our food crops. The course explores the how and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living. Concurrent registration in BIO444L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I) BIO444L Genomics and Biotechnology Lab 1 Semester Credits Required lab taken concurrently with BIO444 Core Curriculum Component: None Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required* BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. Concurrent registration in BIO471L is required. Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO471. Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Physiology of Humans and Other Animals 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO473L 32 Physiology of Humans and Other Animals Lab 1 Semester Credits Four hour lab taken concurrently with BIO473. Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in BIO474L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Cell Biology); 1 of BIO255(Genetics), BIO355(Genetics) BIO474L Developmental Biology Lab 1 Semester Credits Four hour lab taken concurrently with BIO474. Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in BIO475L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology) BIO475L Neurobiology Lab 1 Semester Credits Four hour lab taken concurrently with BIO475. Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits 33 An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. Concurrent registration in BIO476L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics) BIO476L Microbiology Lab 1 Semester Credits Two two-hour labs per week, taken concurrently with BIO476. Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent registration in BIO481L is required. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO481L Ecology Lab 1 Semester Credits Four hour lab taken concurrently with BIO481. Some Saturday field trips required. Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO485 Advanced Topics in Biology 2 Semester Credits An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that subject. Check Records and Registration for the topic and title of a given section. This course is repeatable. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO486 Immunology 4 Semester Credits 34 A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics) BIO488 Special Topics in Biochemistry 2 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None BIO489 Special Topics in Biochemistry 4 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None BIO490 Biology Keystone 2 Semester Credits Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. Open only to senior students majoring in biology. Core Curriculum Component: Keystone Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics), BIO355(Genetics), BIO369(Biochemistry), CHM369(Biochemistry) BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* 35 BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology) BUS – Business Administration BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 36 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of Microeconomics) BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*; BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits 37 Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); ACC222(Introduction to Managerial Accounting), BUS301(Business Law), BUS362(International Business), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), FIN331(Financial Management) BUS465 International Management 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): BUS362(International Business) BUS490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits 38 Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS – Languages and Cross-Cultural Studies CCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None CCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): CCS100(Introduction to Cultural Studies) CCS397 Internship 39 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CCS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CCS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM – Chemistry CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and 102L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits 40 This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and Engineering) *concurrent registration is required* CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General Chemistry I) CHM116L General Chemistry II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM251 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. (Fall) Core Curriculum Component: None 41 Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM251L Organic Chemistry I Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable* CHM252 Organic Chemistry II 4 Semester Credits Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab) CHM252L Organic Chemistry II Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable* CHM280 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II) CHM280L Quantitative Analytical Chemistry Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable* CHM295 Topics 2 Semester Credits Core Curriculum Component: None 42 Prerequisite(s): None CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM362 Physical Chemistry: Macroscopic Theory 4 Semester Credits Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and kinetics. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM368 Physical Chemistry: Microscopic Theory 4 Semester Credits Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics, molecular structure, spectroscopy, and statistical mechanics. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II), MAT146(Calculus II), PHY122(General Physics II) CHM369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry Department about alternatives to the BIO253 prerequisite. Core Curriculum Component: None Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab); 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I) CHM369L Biochemistry Lab 1 Semester Credits Concurrent registration in CHM369 is required. Core Curriculum Component: None 43 Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required* CHM370 Biochemistry II 4 Semester Credits Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence. Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part of the course. Core Curriculum Component: None Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry) CHM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General Chemistry II) CHM430 Advanced Thermodynamic and Separation Lab 2 Semester Credits A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM440 Advanced Synthesis Lab 2 Semester Credits A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic chemistry. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None 44 Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM450 Advanced Spectroscopy and Computational Chemistry Lab 2 Semester Credits A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical principles. 4-hr lab with a 1-hr recitation session each week. Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM464 Advanced Organic Chemistry 4 Semester Credits Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and surface analysis methods are covered. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab) CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) CHM488 45 Special Topics in Biochemistry 2 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None CHM489 Special Topics in Biochemistry 4 Semester Credits Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary. Core Curriculum Component: None Prerequisite(s): None CHM491 Chemistry Seminar 0.5 Semester Credits This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM494 Topics 2 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, or organic chemistry. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM497 Independent Study/Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. 46 Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) CHM499 Independent Study/Research 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) COM – Communication Studies COM100 Journalism Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM101 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM102 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM103 Forensics Practicum 47 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM117 48 Business and Professional Speaking 4 Semester Credits An introduction to public speaking that explores the skills, research, and forms of communication common in business and professional careers. There is an emphasis on theory and practice associated with specialized communication skills, including: professional networking, sales speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, and so much more. Note: Students may earn credit in only one of COM 111, COM 112, COM 115, or COM 117 for credit. Core Curriculum Component: Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM180 Introduction to Communication Studies 4 Semester Credits An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None 49 COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: Humanities Prerequisite(s): None COM260 Environmental Communication 4 Semester Credits We are bombarded with messages about the natural world every day from many different sources. Environmental communication comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper understanding of our relationship with the world around us. Core Curriculum Component: Humanities Prerequisite(s): None COM290 Writing for Strategic Communication 4 Semester Credits This is a course in writing skills for persuasive communication for the public relations practitioner. As public relations continues to evolve from traditional, journalism-based practices to a complex profession requiring a broad range of writing and media skills for integrated marketing communication, this course will help to ensure that PR students are well-versed in the differences and similarities within various communication formats and how to write for them. From traditional press releases and brochures to the constantly evolving world of Internet-based communication, students will enhance their written and oral skills, and use critical thinking to find engaging and ethical techniques for targeting their messages to a variety of publics and media. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level) COM295 Topics 4 Semester Credits Core Curriculum Component: None 50 Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM301 Research Methods in Communication Studies 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level) COM305 Interviewing 4 Semester Credits This course focuses on the process of interviewing and emphasizes the theory and skills needed in effective interviews for both the interviewer and the interviewee. Students will develop and conduct several types of interviews, which may include informational, employment, oral history, journalistic, and persuasive interviews. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM310 Family Communication 4 Semester Credits This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build an understanding of how we develop, maintain, enhance, or disturb family relationships through communication processes. Students will learn about theories focusing on the communication patterns and practices that constitute family life. Core Curriculum Component: None Prerequisite(s): None COM328 Multimedia Communication 4 Semester Credits Multimedia content is everywhere - good content isn’t. Create content with purpose and add multimedia production to your list of communication skills. In this course you will explore the elements of effective multimedia communication as you pick up essential skills in using multimedia tools and technologies to reach an audience in informative, engaging, 51 persuasive, and entertaining ways. Through creative and intentional practice, you will engage in video production, audio production, image creation, media writing and editing to create content that is sure to impress and have an impact. Core Curriculum Component: None Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), COM290(Writing for Strategic Communication), FLM180(Film Sight and Sound), NMS220(Foundations of New Media) COM329 Intercultural Communication 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM330 Crisis Communication 4 Semester Credits This course examines the variables involved in crisis planning, crisis communication, and crisis management in modern organizations. Those variables include the organization’s vulnerabilities, the environment in which it thrives, the stakeholders who can influence its operation, and the strategies best suited to maintaining or enhancing its reputation. The media play a crucial role in crisis management and the course promotes a deeper understanding of the range of crises facing organizations and tactics that can be employed to manage them. Core Curriculum Component: None Prerequisite(s): COM290(Writing for Strategic Communication) COM333 Nonverbal Communication 4 Semester Credits Explores the functions of communication codes like touch, body language, facial expressions, and physical appearance. Students will gain an understanding of how nonverbal communication is situated with socio-cultural contexts and how communication is impacted by biology and genetics. Students will do hands-on and experiential learning to build their skills in projecting and interpreting this prevalent form of communication. Core Curriculum Component: None Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM254(Interpersonal Communication) COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 52 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM280(Introduction to Communication Studies); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) COM355 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM356 Advanced Interpersonal Communication 4 Semester Credits This course explores theories and concepts from Communication Studies related to our understanding of self, other, relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe deeper into theories and concepts introduced in Interpersonal Communication. Core Curriculum Component: None Prerequisite(s): None COM380 Strategic Communication Campaigns 4 Semester Credits Builds on foundational strategic communication skills. Students will explore and practice the skills necessary to successfully implement public relations, promotional, and other types of strategic messaging campaigns. Core Curriculum Component: None 53 Prerequisite(s): COM290(Writing for Strategic Communication) COM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM415 Diversity and Representation in the Media 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media) COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) 54 COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CRS – Critical Race and Ethnicity Studies CRS101 Introduction to Critical Race and Ethnicity Studies 4 Semester Credits This introductory class provides students with complex vocabularies and frameworks to understand how race intersects with gender, sexuality, class, (non)citizenship, and nation in producing systems of power and inequality. It examines large historical structures around the management of land, labor, and bodies (settle colonialism, chattel slavery, immigration labor, refugee flows, globalization), and how our everyday lives are informed by larger social and economic structures. Core Curriculum Component: Humanities Prerequisite(s): None CRS120 Topics in Africana Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CRS140 Topics in Asian American and Pacific Islander Studies 4 Semester Credits Core Curriculum Component: None 55 Prerequisite(s): None CRS141 History Untold: Southeast Asian American Refugee Experiences 4 Semester Credits This course focuses on shared and unique experiences of Southeast Asian diaspora in the United States–– among Vietnamese, Cambodian, Laotian, and Hmong American refugees. We examine these experiences as enabled by U.S. imperialism and closely tied to domestic racial/ gendered management. The course utilizes critical refugee studies, queer/feminist thoughts, using scholarly texts, creative materials, and cultural productions. Core Curriculum Component: Humanities Prerequisite(s): None CRS160 Topics in Latine/x Studies 4 Semester Credits Core Curriculum Component: Humanities Prerequisite(s): None CRS161 Introduction to Cultural Studies in Latin America and the Caribbean 4 Semester Credits This course will introduce the analysis of culture as a concept, practice, and form of representation. It will provide analytical and methodological tools to discuss various cultural forms and develop critical skills in analyzing race and ethnicity. Particular attention will be placed on issues of representation and the notion of cultural difference(s). The theoretical and critical texts studied will represent diverse geographical and cultural locations, emphasizing materials that explore cultural issues in the context of Latin American, the Caribbean, Afro-Latinxs, and Latinxs. Core Curriculum Component: Humanities Prerequisite(s): None CRS220 Topics in Africana Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CRS261 Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the Caribbean 4 Semester Credits Roland Barthes points out: "What is food? It is not just a collection of products that can be used for statistical or nutritional studies. It is also, and at the same time, a communication system, a body of images, a protocol of uses, situations and behavior". From the French critic's perspective, food represents a communication system that reveals the symbolic meaning that certain foods acquire, whether in how they are produced, prepared, consumed, marketed, or written about. This course explores how food adapts to the lifestyle of individuals and, as a result, defines the practical, cultural customs of a people. As a critical apparatus, food can be used to examine the discursive constructions of identity, space, consumption, gender, and race that affect a society. The course aims to examine culture through food to 56 understand better its impact on social class, identity construction, cultural distinction, and power. A variety of written, visual, and auditory texts from the colonial period to the present and material on food culture will be discussed. Core Curriculum Component: Humanities Prerequisite(s): None CRS301 Topics in Critical Race and Ethnicity Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CRS320 Topics in Africana Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CRS360 Topics in Latine/x Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC – Computer Science CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC165 Introduction to Computer Programming (Python) 4 Semester Credits An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language (Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC 165L is required. Core Curriculum Component: None 57 Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CSC165L(Concurrent registration in CSC165L) *concurrent registration is required* CSC165L Introduction to Computer Programming (Python) Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC170 Introduction to Object-Oriented Programming (Java) 4 Semester Credits An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction, inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent registration in CSC 170L is required. Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CSC170L(Concurrent registration in CSC170L) *concurrent registration is required* CSC170L Introduction to Object-Oriented Programming (Java) Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC199 Internship 4 Semester Credits This internship is not eligible to apply toward either the Computer Science major or minor. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)) CSC240 Information Security and Assurance 4 Semester Credits An introduction to data communication with a focus on essential Information Security and Information Assurance. Experience working with networks, information security and information assurance through practical and real-world scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems, applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management. 58 Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC250 Game Programming on the Web 4 Semester Credits An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)) CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC311 Web Applications and Databases 4 Semester Credits Concepts of the architecture of the web, websites, web applications, and driving these from information stored in databases. Topics include the structure of the web; simple web pages; using javascript to dynamically update web pages; using asynchronous background requests to a server to update pages; writing code on the server; creating, maintaining, and querying databases. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) CSC341 Data Structures 4 Semester Credits 59 Fundamental concepts for storing and manipulating data using Abstract Data Types (ADTs) such as lists, stacks, queues, heaps, and graphs. Implementation of ADTs in Java using both iteration and recursion; analysis of runtime efficiency; and best software development practices. Core Curriculum Component: None Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to Programming) CSC351 Algorithms 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC371 Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC385 Formal Logic and Computation Theory 4 Semester Credits 60 An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) CSC391 Programming Languages 4 Semester Credits Principles that govern the design and implementation of programming languages including formal syntax specification, typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL along with using a meta-programming language such as Flex. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization), CSC371(Computer Organization); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC395 Topics in Computer Science 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms), CSC371(Computer Organization) CSC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC398 Internship 2 Semester Credits Core Curriculum Component: None 61 Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC421 Mobile Computing 4 Semester Credits Concepts of translating ideas for applications into well-designed programs running on mobile hardware. Topics include the basics of software engineering and project management, iterative design, using version control systems, creating functionality lists, writing application flow storyboards, using the model-view-controller design pattern, using an objectoriented programming language, and using an integrated development environment to write and test code. Core Curriculum Component: None Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); CSC341(Data Structures) CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC443 Software Engineering 4 Semester Credits An introduction to Software Engineering -- the design, development, testing, use, and management of software systems. Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible, and maintainable. Includes semester-long team project. Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization), CSC371(Computer Organization) CSC451 Compilers 4 Semester Credits Concepts of the compiling process including computation theory, automata required for language translation, and computing run-time environments, along with the data and control structures necessary to implement a compiler. Includes semester-long project building a complete, functional compiler. 62 Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC391(Programming Languages), CSC450(Programming Languages) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement Group 4) CSC495 Advanced Topics in Computer Science 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms), CSC371(Computer Organization) CSC499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms), CSC371(Computer Organization) DAK - Dakota DAK111 Beginning Dakota I 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None DAK112 Beginning Dakota II 63 4 Semester Credits An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): DAK111(Beginning Dakota I) DST – Data Science DST164 Introduction to Statistics (with R) 4 Semester Credits Concepts and techniques of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include descriptive statistics, data visualization, the Normal distributions, simulation, experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational tools in statistics with the R statistical software program. Applications from natural, health, and applied social science. This course is designed as an introduction to statistics for students planning to work with data in their future studies or careers. Students who have successfully completed MAT163, MAT164, MAT248, MIS379, PSY215, or SOC362 may not register for credit in DST164. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) DST234 Introduction to Data Science (and R) 4 Semester Credits Concepts of data science including acquisition, tidying, and managing of data; statistical computation in R; communicating data visually; exploring ethics, social justice, and careers in data science; and analyzing data using statistical methods, including statistical modeling and an introduction to machine learning. Students who have completed MAT 213 may not register for credit. Students in MPG 2 are encouraged to take MAT 106 (instead of MAT 105). Students in MPG 3 who intend to take MAT 114 are encouraged to do so before taking this course. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) DST314 Programming for Data Science 4 Semester Credits The course is designed for students with a basic Python or programming background and who want to learn the careerbuilding programming skills to succeed in data science and data analytics fields. Topics typically include information manipulation and visualization, text analysis, social network analysis, and machine learning using popular Python toolkits such as Matplotlib, NumPy, pandas, SciPy toolkits (Scikit-learn). The course includes hands-on exercises throughout the course as mini-projects and a final project to demonstrate the new skills. Core Curriculum Component: None Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) 64 DST334 Statistical Modeling 4 Semester Credits Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships among quantitative response variables and categorical predictor variables. This course includes several small group projects culminating with a final group project. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); DST234(Introduction to Data Science (and R)); DST164(Introduction to Statistics (with R)) DST374 Mathematical Statistics 4 Semester Credits Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals, hypothesis testing, and linear regression/ANOVA. Includes an introduction to advanced topics such as experimental design, resampling techniques, Bayesian theory, and nonparametric methods. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MAT373(Probability Theory) DST394 Topics in Statistics 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics), MAT373(Probability Theory); MAT146(Calculus II) DST395 Topics in Data Science 4 Semester Credits Study of an advanced topic in Data Science. Core Curriculum Component: None Prerequisite(s): DST234(Introduction to Data Science (and R)) DST396 Internship 4 Semester Credits Core Curriculum Component: None 65 Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent of Instructor), DST234(Introduction to Data Science (and R)) DST475 Machine Learning 4 Semester Credits Concepts of machine learning with an emphasis on the theoretical understanding of machine learning algorithms and their application to real-world data. Topics include supervised and unsupervised algorithms and meta-learning, including linear regression, logistic regression, nearest neighbor models, k-means clustering, support vector machines, decision trees and forests, boosting, bagging, and artificial neural networks. Techniques for evaluating model performance and estimating future performance are covered. Core Curriculum Component: Keystone Prerequisite(s): 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); 1 of All of CSC165(Introduction to Computer Programming (Python)), DST164(Introduction to Statistics (with R)); DST234(Introduction to Data Science (and R)); MAT145(Calculus I) DST490 Data Visualization for Social Justice 4 Semester Credits 66 Advanced statistical programming with R to construct data visualization from datasets involving social justice implications. Course content will include regular reflection on ethics and vocation in data science with team and individual applied projects. Core Curriculum Component: Keystone Prerequisite(s): DST234(Introduction to Data Science (and R)) DST499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of DST314(Programming for Data Science), DST334(Statistical Modeling), DST374(Mathematical Statistics), DST475(Machine Learning), DST490(Data Visualization for Social Justice); DST234(Introduction to Data Science (and R)) ECO – Economics ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 67 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits 68 Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 69 ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS – Continuing Education ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 70 ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS509CE Paideia: Guided Reading for Great Ideas 2 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE Paideia: Advancing Student Learning Through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Onsite Training 2 Semester Credits 71 Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- variable credit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 4 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC cont ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS590CE Topics Grad Edu, General and TPT Cont Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1stand2nd ti-Variable credit 2 Semester Credits 72 Core Curriculum Component: None Prerequisite(s): None ECS598CE Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS599CE Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC – Education EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC200 Critical Histories and Philosophies of Education 3 Semester Credits As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies. Together, these perspectives come together to support students in developing a critical consciousness of the complex pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society. Through a required field experience, students will be asked to understand the pathways and barriers to education, examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC201 73 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC295 Topics in Education 74 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: None Prerequisite(s): None EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC375 Learners with Dis/abilities 3 Semester Credits The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special focus on the needs of students with disabilities in the K-12 setting. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience 75 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC481 Student Teaching: Initial License for Undergraduate Students 10 Semester Credits Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH(Student Teaching Approval) EDC482 Student Teaching: Additional License or Endorsement 4 Semester Credits Supervised classroom experience for candidates seeking an initial endorsement, additional endorsement, or additional license. Required for additional licensure or endorsement. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACH(Student Teaching Approval) EDC484 Student Teaching: Initial License - Extended Experience (16 weeks) 12 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience) EDC485 Student Teaching: Initial License for Graduate Students 4 Semester Credits Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure. Core Curriculum Component: None Prerequisite(s): STUTEACH(Student Teaching Approval) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None 76 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC502 Critical Histories and Philosophies of Education 3 Semester Credits As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies. Together, these perspectives come together to support students in developing a critical consciousness of the complex pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society. Through a required field experience, students will be asked to understand the pathways and barriers to education, examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society. Core Curriculum Component: None Prerequisite(s): None EDC511 Tools of Inquiry 3 Semester Credits This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools 77 employed to inform practice and improve programs. This course is specifically designed to assist educators and community members in how to select appropriate tools and methods for improving practice and for program evaluation. Core Curriculum Component: None Prerequisite(s): None EDC512 Foundations of Curriculum and Instruction 3 Semester Credits In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum, and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group project that focuses on practicing integrated curriculum through a social action curriculum project. Core Curriculum Component: None Prerequisite(s): None EDC521 Teaching Writing: Theory and Practice 4 Semester Credits eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is interested in the study of writing. Core Curriculum Component: None Prerequisite(s): None EDC530 Advanced Technology Integration 3 Semester Credits Advanced Technology Integration focuses on building learners’ knowledge of technology through developing a techintegrated product of your own design. The course guides you from initial project concept through implementation, informed by multiple rounds of feedback, resources, and instruction. Core Curriculum Component: None Prerequisite(s): None EDC531 Online Pedagogies 3 Semester Credits This course provides a theoretical and practical examination of online teaching pedagogies. Students will be exposed to a variety of learning platforms and discuss meaningful applications of online learning technologies and techniques to be used across educational settings. Core Curriculum Component: None Prerequisite(s): None 78 EDC532 Digital Empowerment and Engagement in Education 3 Semester Credits This course examines the theoretical framework of digital equity, identifies pedagogical approaches, and strategies instructional solutions that provide equitable access and engagement to all learners. The participants will scrutinize the structural causes of digital inequality and leverage technology in advocating equity, diversity, and inclusion in education. Participants will also develop skills and knowledge to promote digital equity through specific instructional strategies. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Core Curriculum Component: None Prerequisite(s): None EDC534 Paideia Theory, Research, and Practice 3 Semester Credits This course is offered in conjunction with the Augsburg Paideia Program. Students will participate in seminar discussions and coaching sessions following the Paideia seminar format as developed by Mortimer Adler and the Paideia Associates. Students will create a portfolio of work, including preparation for seminars, reflections on the learning that has taken place, design for three seminar plans to be implemented in their own classroom, and a final essay including citations from educational research, that constructs a rationale and guidelines for the implementation of Paideia in their curricular area. Core Curriculum Component: None Prerequisite(s): None EDC541 Introduction to Experiential Education 3 Semester Credits An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education curriculum. The course provides theoretical, historical, and practical contexts for experiential education. Core Curriculum Component: None Prerequisite(s): None EDC542 Introduction to Outdoor Education 3 Semester Credits A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education programming into various educational communities. 79 Core Curriculum Component: None Prerequisite(s): None EDC543 Critical Geography, Culture, and EcoJustice Education 3 Semester Credits Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological crisis and its relationship to community and school education. What assumptions about human relationships to the natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it mean to envisage ecological understanding? Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Dis/abilities 3 Semester Credits The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special focus on the needs of students with disabilities in the K-12 setting. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC552 Culturally Responsive Pedagogy 3 Semester Credits This course will guide students to develop a foundational understanding of culturally relevant and responsive pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power, language, and school/social implications of multicultural education. Core Curriculum Component: None Prerequisite(s): None EDC560 Issues in In/Equity 3 Semester Credits This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces. Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture, and society. Core Curriculum Component: None Prerequisite(s): None 80 EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of "who am I as a leader". Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC571 Navigating Change in Education 3 Semester Credits This course explores the situational politics of local schools, organizations, or other work spaces. The course provides historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on exploring various forms of agency and tools for engaging others in collaborative work toward change. Core Curriculum Component: None Prerequisite(s): None EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC585 Navigating the Leadership Application Project 3 Semester Credits 81 The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC590 Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 82 EDC596 Early Career Teacher Seminar 3 Semester Credits This seminar course is designed to serve as a bridge between a teacher certification program and the first years of teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom community that empowers teachers in our shared struggles and successes to thrive within our profession. This course centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by readings and problems of practice. Core Curriculum Component: None Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks)), EDC485(Student Teaching: Initial License for Graduate Stu) EDC597 BIPOC Educator Seminar 3 Semester Credits This seminar focuses on retaining teachers of color in K-12 settings. The course explores pertinent issues in the lives of practicing teachers of color in order to foster a classroom community that empowers us in our shared struggle to succeed and thrive within our profession. Core Curriculum Component: None Prerequisite(s): None EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDU – Education EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience 83 Prerequisite(s): None EDU499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU599 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EED – Education EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits 84 Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED314 Transcultural Literacies: An Introduction to Language and Literacy 3 Semester Credits Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global development of written signs and symbols; how people learn to write and read; and how literacy learning and expression may contribute to democratic practices and community health and well-being. Finally, students will consider how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire. Core Curriculum Component: None Prerequisite(s): EDC200(Critical Histories and Philosophies of Education) 85 EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED335 Multidisciplinary Methods for Elementary Teachers 4 Semester Credits This is a course designed to integrate music, creative expression, movement, and wellbeing while teaching in K-6 classrooms. As a multidisciplinary course, it focuses on the knowledge and skills teachers need to meaningfully incorporate music, art, physical education, and health into their classrooms and curriculum. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None 86 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED370 K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms 3 Semester Credits Critical examination and preparation of materials and resources for teaching K-6 social studies. Students will engage in concepts, knowledge and instructional methods and methodologies for decolonizing curriculum and classrooms. Through an interdisciplinary approach to teaching social studies, students are exposed to critical social and human science methods for exploring, connecting, teaching and decolonizing concepts such as government, culture, citizen, economics, geography, history, justice, people and decision-making, for example. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 87 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED425 K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom 3 Semester Credits This course builds upon prior language and literacy study in the Elementary and English as a Second Language coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards connect to research in the discipline and apply research-based practical approaches to their curriculum planning and instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu), EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) EED495 Topics in Education 3 Semester Credits 88 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED524 Transcultural Literacies: An Introduction to Language and Literacy 3 Semester Credits Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global development of written signs and symbols; how people learn to write and read; and how literacy learning and expression may contribute to democratic practices and community health and well-being. Finally, students will consider how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom 3 Semester Credits This course builds upon prior language and literacy study in the Elementary and English as a Second Language coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards connect to research in the discipline and apply research-based practical approaches to their curriculum planning and instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu), EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED535 89 Multidisciplinary Methods for Elementary Teachers 4 Semester Credits This is a course designed to integrate music, creative expression, movement, and wellbeing while teaching in K-6 classrooms. As a multidisciplinary course, it focuses on the knowledge and skills teachers need to meaningfully incorporate music, art, physical education, and health into their classrooms and curriculum. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EED550 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL – English ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Effective Writing I 90 4 Semester Credits This course engages students in university writing practices and introduces them to academic genres. Students develop skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While practicing common academic genres such as narrative and exposition, students learn to understand writing as a process that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other students in peer-review sessions. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing II 4 Semester Credits Students practice understanding complex arguments in written texts and learn to craft complex written arguments of their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other students in peer-review sessions. Core Curriculum Component: None Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level) ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Critical and Analytical Writing 4 Semester Credits 91 This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits This course introduces students to the process of creative writing in various genres, emphasizing creative nonfiction, poetry, and short fiction. It may also include elements of journaling, playwriting, or screenwriting. Students will read published work, participate in workshops with their peers, and practice pre-writing, drafting, and revision. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL230 Literatures of Identity, Power, and Resistance 4 Semester Credits This course explores the representational strategies of authors and artists who engage difference, identity, and the engendered relationships of power . Although the emphasis is primarily on contemporary texts, the course also considers those who had to forge autoethnographic engagement with dominant cultural representations of the past. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL240 Foundations of Literary and Cultural Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities 92 Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL265 Readings in British Literature 4 Semester Credits A selective survey of British poetry, fiction, and creative non-fiction. Subject changes based on instructor interest. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL275 Readings in American Literature 4 Semester Credits A selective survey of American poetry, fiction, and creative non-fiction. Subject changes based on instructor interest. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL285 Readings in International and Cross-Cultural Literature 4 Semester Credits A selective survey of international and cross cultural fiction, poetry, drama, and criticism. The material will be board sourced or regionally focused based on instructor interest. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL299 Directed Study 93 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Writing Fiction 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL322 Writing Poetry 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL324 Writing Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits 94 A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL330 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing 95 the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL340 Advanced Topics in Creative Writing 4 Semester Credits An advanced topics course covering a variety of creative writing styles and concerns. The topic each term will vary according to instructor interest. Core Curriculum Component: None Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL328(Screenwriting) ENL344 Topics in Professional Writing 4 Semester Credits Topics may include Business Communication; Leadership Communication; Technical Writing; Grant Writing and Proposals; Writing in Organizational Settings. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL223(Writing for Business and the Professions), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL350 African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer 96 may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits In this course, students will read, discuss, analyze, and write about poems from the early twentieth century through today. The class covers various poetic schools, movements, and experiments, and emphasizes the ways in which poets respond to each other, their personal and artistic history, and their current socio-political moment. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL357 The American Novel 4 Semester Credits Though the focus on this course varies according to each instructor, the class centers on the development of the American novel and pays particular attention to how writers engage with each other across the centuries. Topics may include: 19th-century American literature, the novel of the American West, 20th-century literature, or contemporary experimentation, among others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL359 Radical Ideas in American Literature 4 Semester Credits Examines the strains of radical thinking in American literature from the puritans to post-modern times. The course covers a variety of moments in American history, exploring themes and echoes that run across the centuries. Emphasis varies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL360 The Classical Tradition 4 Semester Credits 97 A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Postcolonial Theory and Literature 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), 98 ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL372 Reading the Body 4 Semester Credits How do writers describe what it's like to inhabit a body? And how do they describe the bodies of others? This course looks at ways that language can be used to construct ideas about the body and the limits of language as it tries to grapple with what it means to be embodied. We'll examine how literature about bodies reinforces or challenges ideas about gender, gender identity, race, sexuality, and ability. The class integrates feminist, queer, and disability theories; privileges texts by trans and cis women, as well as nonbinary folk; and is cross-listed with Gender, Sexuality and Women's Studies. Topics may include: queer literature, feminist memoir, women and fiction, reading race, and the body poetic. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL375 Imagining the Future 4 Semester Credits Readings in this class fall within the genre of speculative fiction: stories that imagine what the future might hold, asking “what if?” In these unreal settings, authors expose very real oppressions in society. By temporarily transporting ourselves away from our present moment, readers can actively imagine what better futures might be possible if we commit to their emergence. Readings in this class will explore both dystopias and utopias, and could include examples of Afrofuturism, Indigenous Futurisms, Latinx Futurism, Cyberpunk, Magical Realism, Climate Fiction, and more. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL394 Teaching Writing: Theory and Practice 4 Semester Credits This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and 99 syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to teach writing and/or who is interested in the study of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL395 Topics 4 Semester Credits Individual courses designed to investigate specific themes, movements, authors, or works. Core Curriculum Component: None Prerequisite(s): None ENL396 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL400 Advanced Topics in Literature and Writing 100 4 Semester Credits This senior seminar serves as a culmination of student learning within the English major, offering opportunities to read, write, create, and in other ways articulate literary visions and interpretations. Students will practice tenets of literary theory, aesthetic appreciation, cognitive development, linguistic understanding, and creative expression. Themes and topics for this course will vary to reflect the expertise and passions of individual faculty members. Each student will complete a substantial project of their own choosing, assisted in this process by faculty guidance and peer feedback. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL326(Playwriting II), ENL328(Screenwriting), ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL340(Advanced Topics in Creative Writing), ENL344(Topics in Professional Writing), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL357(The American Novel), ENL358(Readings in American Drama), ENL359(Radical Ideas in American Literature), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL372(Reading the Body), ENL375(Imagining the Future), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice), ENL395(Topics), ENL396(Internship in Teaching Writing) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): None ENL527 101 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None Prerequisite(s): None ENL528 Publishing II 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL531 Residency in Creative Writing: Fiction 6 Semester Credits An intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL532 Residency in Creative Writing: Nonfiction 6 Semester Credits An intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL533 Residency in Creative Writing: Poetry 6 Semester Credits A intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on 102 academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL534 Residency in Creative Writing: Screenwriting 6 Semester Credits An intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. The course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL535 Residency in Creative Writing: Playwriting 6 Semester Credits An intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL536 Residency in Creative Writing: Multi-Genre 6 Semester Credits An intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year or graduating student. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL541 Mentorship and Critical and Creative Reading: Fiction 6 Semester Credits 103 Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL542 Mentorship and Critical and Creative Reading: Nonfiction 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL543 Mentorship and Critical and Creative Reading: Poetry 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL544 Mentorship and Critical and Creative Reading: Screenwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL545 104 Mentorship and Critical and Creative Reading: Playwriting 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL546 Mentorship and Critical and Creative Reading: Multi-Genre 6 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL547 Craft Paper: Fiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL548 Craft Paper: Nonfiction 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL549 Craft Paper: Poetry 2 Semester Credits 105 Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL550 Craft Paper: Screenwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL551 Craft Paper: Playwriting 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL552 Craft Paper: Multi-Genre 2 Semester Credits Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor. Core Curriculum Component: None Prerequisite(s): None ENL553 Thesis: Fiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required* 106 ENL554 Thesis: Nonfiction 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required* ENL555 Thesis: Poetry 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required* ENL556 Thesis: Screenwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required* ENL557 Thesis: Playwriting 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. 107 Core Curriculum Component: None Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required* ENL558 Thesis: Multi-Genre 2 Semester Credits Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL 559 for an additional semester of thesis work. Core Curriculum Component: None Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required* ENL559 Thesis 3 Semester Credits Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s manuscript is not deemed ready by his or her mentor. Core Curriculum Component: None Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis: Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre) ENL560 Craft Paper 3 Semester Credits In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and can later be used as the basis for the craft talk that graduating students must deliver during their final residency. Core Curriculum Component: None Prerequisite(s): None ENL561 Mentorship and Critical and Creative Reading - Half-time: Fiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. 108 Core Curriculum Component: None Prerequisite(s): None ENL562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL563 Mentorship and Critical and Creative Reading - Half-time: Poetry 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL565 Mentorship and Critical and Creative Reading - Half-time: Playwriting 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by 109 writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENL566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre 3 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. This course is repeatable. Core Curriculum Component: None Prerequisite(s): None ENT – Entrepreneurial Studies ENT254 Entrepreneurship 4 Semester Credits This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing organization. Part of the class consists of developing a business plan with attention to the resources needed for success and fostering a culture of innovation in the long run. Core Curriculum Component: None Prerequisite(s): None ENT354 Managing Innovation and Design Thinking 4 Semester Credits Innovation and creativity are critical components to the long-term success of organizations. The course will focus on learning to integrate innovation models and design thinking into business that will drive continuous development and improvement. Core Curriculum Component: None Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs), BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship) ENV – Environmental Studies ENV100 Environmental Connections 4 Semester Credits 110 An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV296 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV301 Environmental Studies Seminar 0.5 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV310 Environmental Studies Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand environmental issues in the United States or various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change) ENV320 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Concurrent registration in ENV320L is required. Core Curriculum Component: None 111 Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity) ENV320L Environmental Science Lab 1 Semester Credits Core Curriculum Component: None Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required* ENV330 Topics in Environmental Studies 4 Semester Credits Exploration and analysis of various environmental topics. Core Curriculum Component: None Prerequisite(s): None ENV340 Climate and Environmental Justice 4 Semester Credits In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and extreme social marginalization of indigenous peoples and poor peoples of color. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV350 Ecology and Socio-Ecological Systems Change 4 Semester Credits This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those involving people, cultures, politics, and economy in a comprehensive, integral framework. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV360 Field Research Methods and Investigation 4 Semester Credits The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and improve human decision-making in socio-ecological systems. This course is designed to help students develop the capacity for constant and consistent ecological thinking. Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV370 Environmentalism and the Arts: Building a Sustainable Humanities 112 4 Semester Credits This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not only suggests that art and literature have something to say about environmental sustainability, but also that cultural and artistic expressions are themselves something that need to be sustained. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections) ENV396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENV420 Conservation Biology 4 Semester Credits This course will focus on the scientific foundations of biological conservation. Students will explore major threats to ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of people and nature. Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity) ENV490 113 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE – Education ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. Core Curriculum Component: None 114 Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE325 115 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 116 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience 117 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 118 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESL – Education ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 119 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) 120 ESL489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) ESL490 Language, Culture, and Schools 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: Keystone Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESL510 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None 121 Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FIN – Finance FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None 122 Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. Core Curriculum Component: None Prerequisite(s): FIN331(Financial Management) FLM – Film FLM110 Film Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. 123 Core Curriculum Component: None Prerequisite(s): None FLM124 Monster Movies 4 Semester Credits Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM195 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM216 Film Production I 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. 124 Core Curriculum Component: None Prerequisite(s): None FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM251 Mexican Cinema: Past and Present 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: Augsburg Experience Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM296 125 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 Film Production II 4 Semester Credits This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM348 Intermediate Video Production 4 Semester Credits This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM372 Producing for Film and Television 4 Semester Credits This course investigates the role of the producer in film and television: to create, organize, and manage productions. Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day activities, legal and rights management, to marketing and distributing the finished work. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM396 Internship 4 Semester Credits 126 Core Curriculum Component: None Prerequisite(s): None FLM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FLM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Junior of senior standing required Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 127 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE – French FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 128 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 French Civilization Today 4 Semester Credits 129 Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): FRE212(Intermediate French II) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. 130 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER – German GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 131 GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. 132 Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): GER212(Intermediate German II) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 133 Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST – General Studies GST140 Integrated Studies 4 Semester Credits This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This course may not be taken by students who have completed 28 credits. Core Curriculum Component: None Prerequisite(s): None GST195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST458 Mayo Innovation Scholars Program 2 Semester Credits 134 Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details. Core Curriculum Component: None Prerequisite(s): CONSENT(Application to program required) HIS – History HIS101 The World of Late Antiquity 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 A Global History of Europe Since 1750 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 Decolonizing Asia and Africa 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 Colonizing a Continent and Creating Nations: North America to 1815 4 Semester Credits 135 A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, and the creation of the United States. Core Curriculum Component: Humanities Prerequisite(s): None HIS121 An Empire for Liberty: U.S. History To 1877 4 Semester Credits A survey of the relations between Indigenous, European, and African peoples and their descendants in what became the United States, up to 1877. Themes include massive ecological and demographic change, Indigenous resistance to colonization, the enslavement of African Americans, the creation of the United States, industrialization, continental expansion, reform movements, and the Civil War and its aftermath. The course will also introduce historical thinking and methods. Core Curriculum Component: Humanities Prerequisite(s): None HIS122 Gender, Race, Class and Democracy in the Modern U.S. 4 Semester Credits A survey of United States history from 1877 to the present. The course will move topically as well as chronologically through the years in which the United States came to global prominence despite internal dissent and violence. Special attention will be paid to gender, race, and class and ongoing struggles over the meaning of democracy. The course will introduce historical thinking and methods. Core Curriculum Component: Humanities Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS150 Revolutions, Republics, and Resilience in Latin America 4 Semester Credits This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social interactions, political institutions, and economic development as well as the relations that diverse Latin American nations and peoples shared with the United States. Special attention will be paid to independence movements, liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the Latinx diaspora. Core Curriculum Component: Humanities 136 Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS156 The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement? 4 Semester Credits This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical references and their respective usefulness in understanding change and continuity over time, specifically between the 1979 Revolution and the current political crisis of Nicaragua. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: Humanities Prerequisite(s): None HIS170 Food: A Global History 4 Semester Credits This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular groups. In short, food is at the center of human existence, and human history can be told as a story of how food has been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production, trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.) Core Curriculum Component: Humanities 137 Prerequisite(s): None HIS186 Topics in Asian History 4 Semester Credits Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS187 Topics in African History 4 Semester Credits Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS188 Topics in Latin American History 4 Semester Credits Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS189 Topics in North American History 4 Semester Credits Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS190 Topics in European History 4 Semester Credits Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS195 138 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS197 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS200 Why History Matters 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Making Minnesota: People, Power, and Place 4 Semester Credits An exploration of the social, political, environmental, cultural, and economic history of Minnesota and the Upper Midwest. 139 Core Curriculum Component: Humanities Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities 140 Prerequisite(s): None HIS282 Women and Gender in U.S. History since 1848 4 Semester Credits This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS300 Doing History in Public 4 Semester Credits Public history is the practice of historical methods with non-academic audiences in mind. This course explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS316 Nature, Cities, and Justice: U.S. Urban Environmental History 4 Semester Credits This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, environmental health and the human body, and the relationships shared by American culture with nature. 141 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of China as a world power. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS331 Topics in United States History 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS332 The U.S. in the World: Diplomacy, Foreign Policy, and International Relations 4 Semester Credits U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift from a unipolar to a multipolar world order. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS335 Cities and Suburbs in the Modern United States 142 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS336 Business, Labor, Capitalism, and the American Dream 4 Semester Credits What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of workers and businesses in broad economic context from the end of the nineteenth century to today. Students will deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS338 History of American Law 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS343 Empires and Borderlands in North America 4 Semester Credits This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers, the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders with Mexico, Canada, and the Pacific World. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None 143 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS348 Russia and the Soviet Union 4 Semester Credits Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Revolutions, Republics, and Resilience in Latin America 4 Semester Credits This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social interactions, political institutions, and economic development as well as the relations that diverse Latin American nations and peoples shared with the United States. Special attention will be paid to independence movements, liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the Latinx diaspora. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary Germans," including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 144 HIS354 Cultures of Empire: A Multinational Britain 4 Semester Credits This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS355 In the Aftermath of War: History, Memory and Transitional Justice in Central America 4 Semester Credits The objective of this course is to analyze the use of history and memory during the transition from war to peace in Central America. The course will address the case of Guatemala, focusing on the social and political events that took place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples conceptualization of memory, justice, reparation, and peace. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None 145 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS361 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS362 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS368 Modern Middle East 4 Semester Credits This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late 18th century until the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS370 The Late Middle Ages to 1648 146 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS374 War and Religion in the Medieval Context 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS378 Pilgrims, Popes, and Penance: History of the Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS386 Topics in Asian History 4 Semester Credits Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS387 Topics in African History 4 Semester Credits Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. 147 Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS388 Topics in Latin American History 4 Semester Credits Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS389 Topics in North American History 4 Semester Credits Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS390 Topics in European History 4 Semester Credits Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 148 HIS400 Research Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS474 Europe and the World 4 Semester Credits Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and the breakdown of these imperial systems in the 20th century. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS497 INCE Museum Fellows Program 4 Semester Credits This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is followed in the spring by a one-semester, paid external internship. Students are placed with external partners who identify as museums or cultural institutions. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor) HIS498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 149 HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HMO – Hmong HMO111 Beginning Hmong I 4 Semester Credits An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None HMO112 Beginning Hmong II 4 Semester Credits An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): HMO111(Beginning Hmong I) HPE – Health, Physical Education and Exercise Science HPE104 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) 150 Core Curriculum Component: None Prerequisite(s): None HPE150 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE203 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training) HPE203L Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required* HPE214 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits 151 Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE240 Medical Terminology 2 Semester Credits This course will introduce students to the terminology used in the medical professional and healthcare fields. Emphasis in the course is placed on the Greek and Latin building blocks of medical terminology including prefixes, suffixes, and roots. This course requires significant memorization of medical words that are essential in interpreting medical terminology related to each of the body systems. Upon completion of this course, students will possess the tools necessary to communicate effectively in a professional healthcare setting. Core Curriculum Component: None Prerequisite(s): None HPE254 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE282 Sport Psychology 2 Semester Credits This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health and fitness industry. Core Curriculum Component: None Prerequisite(s): None HPE299 152 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training) HPE303 Advanced Human Anatomy and Physiology 4 Semester Credits A detailed investigation into the structures and associated functions of the body. This course will provide a comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), HPE203(Human Anatomy and Physiology) HPE303L Advanced Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE303(Concurrent enrollment in HPE303) *concurrent registration is required* HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits 153 A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE321 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. Core Curriculum Component: None Prerequisite(s): None HPE324 K-6 Physical Education Games and Activities 4 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training) HPE334 7-12 Sport Skills and Activities 4 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training) HPE335 Outdoor Education 2 Semester Credits 154 A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training) HPE340 Organization and Administration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Concurrent registration in HPE350L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) HPE350L Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE357 Research Methods and Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 155 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE370 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. Concurrent registration in HPE370L is required. Core Curriculum Component: None Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education) HPE370L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE370(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits 156 Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE404 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training) HPE410 157 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE451 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Concurrent registration in HPE451L is required. Core Curriculum Component: None Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I), HPE203(Human Anatomy and Physiology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE451L Physiology of Exercise Lab 0 Semester Credits Lab to be taken concurrently with HPE451. Core Curriculum Component: None Prerequisite(s): HPE451(Physiology of Exercise) *concurrent registration is required* HPE452 Advanced Biomechanics 2 Semester Credits This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion analysis software and applied to physical education and health and fitness professions; particularly in terms of sports movement technique, common sports injury mechanisms, and injury prevention. Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) HPE473 158 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): 1 of HPE351(Physiology of Exercise), HPE451(Physiology of Exercise); HPE350(Kinesiology) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM – Humanities HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 159 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to 1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS – Interdisciplinary Studies INS198 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 160 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS222 The Nobel Laureates: Religious and Political Perspectives 4 Semester Credits Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or can be taken concurrently). Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception) *concurrent registration is acceptable* INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits 161 Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education,Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits 162 This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Understanding the Politics of the Northern Ireland Conflict 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS327 Environment and Agriculture: Agroecosystems in Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS328 Justice and the US Food System 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS330 Arts Praxis: Social Justice Theory and Practice in the Field 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Art and Culture in Political, Social and Historical Context 4 Semester Credits 163 Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS334 From Consumers to Creators 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS335 Digital Laboratory 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability, Ecology, and New Zealand Environmental Policy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS349 Maori Perspectives, Pluralism, and National Identity 4 Semester Credits Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Core Curriculum Component: None Prerequisite(s): None INS351 Social Dimensions of Environmental Change 4 Semester Credits 164 Core Curriculum Component: None Prerequisite(s): None INS352 Field Research Methods and Investigation 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS353 Adaptive Ecosystem Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Workshop in Fiction, Poetry, and Creative Nonfiction 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Creative Writing in Political, Social, and Historical Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Inequality in America: A Political Economy Approach 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Political Sociology of Building Power, Change, and Equity 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. 165 Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS369 Politics and Development in Ecuador 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 Challenges of Globalization and Mass Migration in Scandinavia 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 The Scandinavian Welfare States 4 Semester Credits Core Curriculum Component: None 166 Prerequisite(s): None INS387 Integration Seminar: Advanced Internship: Theory and Practice 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS391 Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement 6 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None 167 INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY – Keystone KEY470 168 The Enterprising Musician 2 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for music professionals in all areas of music. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills, and financial literacy. Core Curriculum Component: Keystone Prerequisite(s): MUS214(Music Theory and Aural Skills IV), MUS362(Musical Philosophy) KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT – Latin LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None LAT102 Beginning Latin II 169 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Core Curriculum Component: Modern Language 2 Prerequisite(s): LAT101(Beginning Latin I) LIB – Library LIB130 Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth 2 Semester Credits This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens. Students will learn how information is created, packaged, and disseminated; how authority is constructed and conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also consider their own role in the creation and dissemination of information as well as barriers to participating in the scholarly conversation. Core Curriculum Component: None Prerequisite(s): None LST – Leadership Studies LST194 Topics: (non-credit) 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST205 Introduction to Leadership Studies 4 Semester Credits This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership theories, their definitions, and their theoretical strengths and weaknesses. Core Curriculum Component: None Prerequisite(s): None LST294 170 Topics: (non-credit) 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) LST296 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None LST485 Capstone: Integrating the Theory and Practice of Responsible Leadership 4 Semester Credits This seminar is designed to provide a culminating learning experience for Leadership Studies Minor candidates who have completed all other program requirements. Candidates for program completion will deepen their understanding of major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, and how leadership is manifest in practice. These goals will be accomplished by participation in the seminar and applied leadership experience. This integration and synthesis of learning will be demonstrated through critical reading and reflective writing, in-class dialogue, and the development of a leadership portfolio. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Program Director), LST205(Introduction to Leadership Studies) LST495 Topics 171 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT – Mathematics MAT090 Prealgebra 3 Semester Credits A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT 090 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): None MAT105 Applied Algebra 4 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of C- or higher advances students to MPG3. Students preparing for MAT 114 should take MAT 106 instead. This course does not meet a NSM-LAF and does not meet QF. Students who have successfully completed MAT 106 may not register for credit. Core Curriculum Component: None Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) MAT106 Applied Algebra and Trigonometry 4 Semester Credits Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have successfully completed MAT 105 may not register for credit. Core Curriculum Component: None Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) MAT110 172 Finite Mathematics 4 Semester Credits Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business, economics, and social science, with an emphasis on developing quantitative skills needed for further study in those areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets, counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group 3) MAT111 Mathematics in Society 4 Semester Credits Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics (DST 164, MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit. Students intending a major in Business should complete MAT 110 Finite Mathematics, instead. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group 3) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of C- or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent registration is required* MAT145 173 Calculus I 4 Semester Credits Concepts of calculus focusing on differentiation and an introduction to integration. Topics include derivatives, their interpretations and their applications, and the Fundamental Theorem of Calculus. Concurrent enrollment in MAT145L is required. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); MAT145L(Concurrent registration in MAT145L) *concurrent registration is required* MAT145L Calculus I Lab 0 Semester Credits Applications of Precalculus and Calculus I concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric. Concurrent enrollment in MAT145 is required. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT146 Calculus II 4 Semester Credits Concepts of calculus focusing on integration. Topics include limits, techniques of integration, applications of integrals, differential equations, sequences, and infinite series. Concurrent enrollment in MAT146L is required. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I), MAT146L(Concurrent registration in MAT146L) *concurrent registration is required* MAT146L Calculus II Lab 0 Semester Credits Applications of Calculus I-II concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric . Concurrent enrollment in MAT146 is required. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT163 Introductory Statistics 4 Semester Credits Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability. Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals, 174 hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully completed DST164, MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus any theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT202 Discrete Mathematics for Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT302 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving for Business) MAT204 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, and algebra with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary school teachers and Special Education teachers. Core Curriculum Component: Natural Sciences and Mathematics 175 Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*, EDC502(Critical Histories and Philosophies of Education) *concurrent registration is acceptable* MAT205 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable* MAT255 Multivariable Calculus 4 Semester Credits Concepts of multivariable and vector calculus including functions of several variables, 3D surfaces, partial derivatives, multiple integrals, vectors and the gradient, parametric representations, polar and other coordinate systems, and vector calculus. Students who have received transfer credit for MAT 145 are advised to take MAT 146 before MAT 255. Students intending to take MAT 145, MAT 146, and MAT 255 are encouraged to take the courses in that order. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT302 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT315 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Applications, numerical approximations, and the use of vectors and matrices to store and manipulate data. Core Curriculum Component: None Prerequisite(s): 1 of DST234(Introduction to Data Science (and R)), MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT145(Calculus I) MAT325 History of Mathematics 4 Semester Credits 176 Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT335 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT350 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) MAT360 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT146(Calculus II) MAT370 Real Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT146(Calculus II) MAT373 Probability Theory 4 Semester Credits 177 Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of random processes, expectation, moment generating functions, and the Central Limit Theorem. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT146(Calculus II) MAT380 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of MAT246(Linear Algebra), MAT315(Linear Algebra) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT255(Multivariable Calculus), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra), MAT325(History of Mathematics), MAT335(Exploring Geometry) MAT396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT398 Internship 2 Semester Credits 178 Core Curriculum Component: None Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra); CONSENT(Consent of Instructor) MAT455 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Core Curriculum Component: None Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); MAT146(Calculus II) MAT465 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits 179 Core Curriculum Component: None Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics), MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in Biological and Natural Sciences); CONSENT(Consent of Instructor) MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics), MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in Biological and Natural Sciences); CONSENT(Consent of Instructor) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics), MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in Biological and Natural Sciences); CONSENT(Consent of Instructor) MBA – Master of Business Administration MBA510 Applied Managerial Economics 3 Semester Credits Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 180 3 Semester Credits This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal decision-makers use accounting information both to make decisions and to evaluate results of those decisions. Managerial Accounting focuses on the development, interpretation, and application of accounting information for managerial decision-making. The course stresses the use of financial and non-financial information within a variety of organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages between accounting information and management planning through cost analysis, operational and capital budgeting and performance measurement. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Business Managers need to understand the fundamentals of financial management for optimal decision making. This course covers the major topics in Finance that a business manager is likely to come across. The course begins with an introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return, security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None Prerequisite(s): None MBA535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None 181 Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically, and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 Organizational Behavior 3 Semester Credits In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and development in business and industry, including the conceptual integration and application of these theories. We will often challenge the traditional assumptions of management by discussing current management and organization behavior theories, innovations, trends, and the issues faced by today’s managers. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits 182 Apply analytical thinking to a variety of business problems and understand the need for analytical models for business decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics: Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding MBA Math module required prior to the start of class. Core Curriculum Component: None Prerequisite(s): None MBA571 Business Analytics 3 Semester Credits Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to make decisions regarding product design, marketing, organization structure and strategic planning. This course will help prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data sets. Students will be able to interpret and present data visually using tableau. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers) MBA572 Data Programming 3 Semester Credits This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government, social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional demonstration of basic computer programming. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics) MBA573 Predictive Analytics 3 Semester Credits This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data to make predictions about future or otherwise unknown events. Core Curriculum Component: None Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data Programming) MBA580 Management Consulting Project 3 Semester Credits MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of your graduate business education in a summative project. The projects include strategic planning, business plans, marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your MBA program learning to an actual business organization with real issues and opportunities involving multiple functions. 183 Field Study teams of four to five students will work as management consultants on comprehensive projects for local businesses or community organizations. Core Curriculum Component: None Prerequisite(s): None MBA583 Entrepreneurship: Execution, Planning and Strategy 3 Semester Credits This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): MBA595(Strategic Management) MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in the next three courses. Core Curriculum Component: None Prerequisite(s): None MBA595 Strategic Management 3 Semester Credits We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly. These organizations continually adapt to new circumstances, usually coordinating change in a variety of different functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. Student learning experience two is embedded in this course using a business simulation. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits 184 Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and completion of the quantitative courses. Core Curriculum Component: None Prerequisite(s): None MCN – McNair Program MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS – Management Information Systems MIS260 Problem Solving for Business 4 Semester Credits This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The course also covers other decision support and business analysis tools including Access and Tableau. 185 Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits 186 This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits This course is designed for business and economics majors with a focus on the techniques and examples from these disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting, analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics (types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business) MIS475 Systems Analysis and Design 4 Semester Credits Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce) MIS476 Information Systems Projects 187 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT - Marketing MKT252 Principles of Marketing 4 Semester Credits Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None 188 Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing and communications. Note: Students cannot earn credit for both MKT355 and MKT357. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT359 Digital Marketing 4 Semester Credits Digital marketing is all around us. This course will cover some of the major digital components in marketing campaigns, including websites, analytics, email, paid search, search engine optimization (SEO), and social media. Core Curriculum Component: None 189 Prerequisite(s): MKT252(Principles of Marketing) MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues, development and implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course during their junior year. Core Curriculum Component: None Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications), MKT357(Advertising), MKT359(Digital Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) ML – Master of Arts in Leadership ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None 190 Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Leadership in the Community 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Evaluating Empirical Research 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity and Values: Keys to Authentic Leadership 3 Semester Credits Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make it reality. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits 191 Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML538 Communication Skills for Leadership 3 Semester Credits This course is designed to provide background in rhetoric as well as contemporary practice in speaking, writing and presentation skills. Students will perform communicative tasks in a variety of genres and evaluate their own performance and the performance of others. Students will explore how current societal forces shaping leadership contexts (the digital age, current globalization, climate change, misinformation trends, the great resignation, systemic racism/discrimination, and the impact of pandemic) are calling for re-examination of the assumptions that drive leadership communication. Students will assess their leadership communication capabilities, analyze their leadership 192 communication context, explore and practice a comprehensive range of communication skills to achieve an informed, authentic, intentional leadership communication practice. Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML560 Cultural Competence and Effective Leadership 3 Semester Credits This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 193 Leadership in a Global Society 3 Semester Credits This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. 194 Core Curriculum Component: None Prerequisite(s): None ML577 Universal Responsibility and Leadership: A Central American Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML585 Leadership Capstone: Integrating Theory and Practice 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of MAL Program Director) ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 195 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None MUE – Music MUE111 Augsburg Choir 1 Semester Credits 196 Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 1 Semester Credits The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts 197 Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 198 Concert Band 1 Semester Credits The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course 199 fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE311 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE312 Riverside Singers 1 Semester Credits The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE321 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE341 Concert Band 200 1 Semester Credits The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE343 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP – Music MUP111 Performance Study: Voice 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 201 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP122 Performance Study: Viola 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 1 Semester Credits 202 Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP134 203 Performance Study: Saxophone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP136 Performance Study: Harpsichord 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None 204 Prerequisite(s): None MUP141 Performance Study: Trumpet 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 205 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 1 Semester Credits Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply). Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 2 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, 206 minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP191 Performance Study: Harp 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP192 Performance Study: Improvisation 1 Semester Credits Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 1 Semester Credits 207 Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors, minors, and those studying secondary performance areas will find prior experience helpful but not always necessary. Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 1 Semester Credits 208 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 1 Semester Credits 209 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP336 Performance Study: Harpsichord 1 Semester Credits 210 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 Performance Study: Horn 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 1 Semester Credits 211 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP352 Performance Study: Piano 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 1 Semester Credits 212 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 1 Semester Credits Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 1 Semester Credits 213 Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information and approval. Applied music fee required. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS – Music MUS105 Careers in Music Business 4 Semester Credits Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover the creative ways that musicians have formed businesses, study of successful individuals within the music business, and pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in the music industry. Core Curriculum Component: None Prerequisite(s): None MUS113 Music Theory and Aural Skills I 4 Semester Credits Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing, reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through and beyond music. Core Curriculum Component: None Prerequisite(s): None MUS114 Music Theory and Aural Skills II 4 Semester Credits Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on developing a more refined understanding of the musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS130 Introduction to Music in the Fine Arts 214 4 Semester Credits E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): None MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS135(Class Piano 1) MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 215 4 Semester Credits In this course, students will engage in active music making and explore a variety of musical practices from within and outside their own experiences. Students will leave this course knowing how to further their own musical journey—as creators, consumers, and thinkers—recognizing that music is an ongoing and everyday part of life as a human being. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS162 Entrepreneurship for Creative Businesses 2 Semester Credits This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a creative passion into a career. Core Curriculum Component: None Prerequisite(s): None MUS205 Legal Issues in Music, Entertainment, and the Arts 4 Semester Credits This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS207 From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music 4 Semester Credits What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens of easily palatable and familiar sounds. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS213 Music Theory and Aural Skills III 4 Semester Credits Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of relevant musical works from a variety of musical traditions. Core Curriculum Component: None 216 Prerequisite(s): MUS114(Music Theory and Aural Skills II) MUS214 Music Theory and Aural Skills IV 4 Semester Credits Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form. We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition, analysis, improvisation). Core Curriculum Component: None Prerequisite(s): MUS213(Music Theory and Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): None MUS225 Electronic Music Production 4 Semester Credits This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in sound design, synthesis, and digital music making. Core Curriculum Component: None Prerequisite(s): None MUS231 History and Literature of Music, Antiquity to 1750 4 Semester Credits 217 An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS232 History and Literature of Music, 1750 to Present 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of Music II), MUS114(Music Theory and Aural Skills II) MUS234 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II) MUS235 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2) MUS238 218 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS242 Jazz Improvisation 1 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and Aural Skills II) MUS258 Class Guitar 2 1 Semester Credits This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings. Core Curriculum Component: None Prerequisite(s): MUS158(Class Guitar 1) MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None MUS272 Human Identity Through the Creative Arts 4 Semester Credits 219 A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS273 Functional Music Skills 2 Semester Credits This course will focus on development of basic functional music skills as required by the American Music Therapy Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano, guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and group music making in class. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS303 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits 220 Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS306 Audio Recording 4 Semester Credits In this course, students will become independent in the studio as they learn to manage and run recording sessions. As students delve deeper into the many layers of professional audio software, they will begin to discover how this technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and placement thus producing fully tracked projects of their own. Core Curriculum Component: None Prerequisite(s): MUS221(Introduction to Music Technology) MUS307 Music Production and Distribution 4 Semester Credits Music Production and Distribution is a composition course focused on music production, recording theory, sound design, and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album. Core Curriculum Component: None Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production) MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I) MUS312 Composition II 2 Semester Credits This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS315 Psychology, Culture, and Community in Music 221 2 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects and the functions of music in society. The course will also explore the use of music in community and community music therapy. Core Curriculum Component: None Prerequisite(s): MUS271(Introduction to Music Therapy) MUS321 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS322 Italian Diction 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS323 German Diction 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS324 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Core Curriculum Component: None Prerequisite(s): None MUS331 Music of the Baroque Era 2 Semester Credits 222 This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS336 223 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS340 Music Therapy Methods I 4 Semester Credits This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy theory underlying these methods. This course is experiential in nature and also examines the student’s personal relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding repertoire and building musical skills required for implementing these methods in music therapy practice. Core Curriculum Component: None Prerequisite(s): MUS273(Functional Music Skills) MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 224 Music Therapy Methods II 4 Semester Credits This course provides an introduction and overview of compositional and improvisational music therapy methods. Application of improvisational and compositional methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to develop an evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS352 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS353 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits 225 This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 Junior Recital 0 Semester Credits One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS361 Music and Identity in the Americas 3 Semester Credits This first course in a two-semester Music History sequence centers popular music styles of the Americas and the Caribbean exploring their syncretic roots in European harmony, West African percussion, and Black (U.S.) American vocal and improvisational practices. Historical and contemporary studies will illuminate music’s centrality in building and expressing group identities (e.g. religion, race, ethnicity, nationality, gender). Students will also gain an appreciation for the many global cultures that make up the musical life of the Twin Cities through both study and experiential learning. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II) MUS362 226 Musical Philosophy 3 Semester Credits We will critically consider the concept of “art music” through the lens of philosophical and artistic developments in the West tracking the cultural shift from the Medieval assumption of a God-permeated universe to the influence of contemporary humanism. We will then challenge the assumptions that underlie Western philosophical thought by studying Asian musics and their underlying philosophies. In his 2007 “Tractate on Japanese Aesthetics,” Donald Richie observes that, in the East, there is a sense that “ordered structure contrives, logical exposition falsifies, and linear, constructed argument eventually limits.” This course challenges the Western understanding of argumentation and logical construction that forms the basis for the ways in which we (i.e., inheritors of “Western” culture) assimilate and process information, providing a basis for greater inter-cultural competencies, as revealed through Eastern writings, art, and music. Core Curriculum Component: None Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II) MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in music as well as a review of experimental research surrounding the influence music on behavior. Core Curriculum Component: None Prerequisite(s): None MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 Music Therapy Practicum 1 Semester Credits 227 Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS340(Music Therapy Methods I) MUS375 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: None Prerequisite(s): MUS374(Music Therapy Practicum) MUS376 Music Therapy Assessment, Treatment and Clinical Processes 4 Semester Credits This course is a thorough exploration of the practice of music therapy from assessment, treatment planning, implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and development of assessment tools, effective documentation methods and practices, writing treatment plans to address a variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs. This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence. The role of the music, the client and the music therapist will also be explored in the context of clinical processes and clinical illustrations. Core Curriculum Component: None Prerequisite(s): MUS345(Music Therapy Methods II) MUS385 Music Therapy Clinical Improvisation 2 Semester Credits This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection between music-centered practice and improvisational methods. The course will focus on the clinical application of improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to design improvisational interventions for a wide range of clinical populations within the context of group and individual sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal techniques through these experiential learning opportunities. Core Curriculum Component: None Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II) MUS392 Topics 4 Semester Credits 228 Core Curriculum Component: None Prerequisite(s): None MUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS408 Current and Future Issues in the Music Industry 2 Semester Credits A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and readings that examine different stake holders' perspectives of the current state of the industry. Core Curriculum Component: None Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and Concert Promotion) MUS413 Advanced Analysis 2 Semester Credits The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a variety of time periods and musical traditions. 229 Core Curriculum Component: None Prerequisite(s): MUS214(Music Theory and Aural Skills IV) MUS420 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS435 Voice Repertoire 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): None MUS441 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS456 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None 230 MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS375(Music Therapy Practicum) MUS475 Music Therapy Practicum 1 Semester Credits Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4 hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): MUS474(Music Therapy Practicum) MUS476 Instrumentation and Arranging 2 Semester Credits This course will introduce students to the various instruments of the orchestra, as well as those from other music traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various ensembles. Some aspects of electronic music arranging will be discussed as well. Core Curriculum Component: None Prerequisite(s): MUS214(Music Theory and Aural Skills IV) 231 MUS477 Instrumental Methods in Music Education 2 Semester Credits Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS478 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: Keystone Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS480 Music Therapy Senior Seminar 4 Semester Credits This course is the final course of your pre-professional academic development. This course provides an overview of many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics, professional development, board certification and developing professional presentations and materials. This course will also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of music to meet the specialized needs of clients. Core Curriculum Component: Keystone Prerequisite(s): MUS385(Music Therapy Clinical Improvisation) MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. All other requirements for graduation must be completed prior to the internship. Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS483 Advanced Music Therapy Practicum 1 Semester Credits In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor. Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical 232 populations which require advanced skills and use of advanced music therapy methods (neurological music therapy, trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths, student needs, creation of well-rounded clinical experiences, and schedule. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation) MUS494 Music Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching experience. Attributes of the successful novice educator and activities related to successful job acquisition are also discussed. Core Curriculum Component: None Prerequisite(s): 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS503 Introduction to Learning, Teaching, and Technology in Music 2 Semester Credits Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music learning and teaching. Core Curriculum Component: None Prerequisite(s): None MUS505CE Contemporary Topics in Music Education 2 Semester Credits 233 Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in music education in their respective teaching settings, including social justice and equity with diverse student populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American music education in depth through discussion of their prevalence in the profession and relevance to their current teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to course concepts for implementation in their classrooms. Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required* MUS515 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 234 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS525 Cross-Cultural Awareness in Music Therapy 3 Semester Credits This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of skills in various ethnic musical forms. Core Curriculum Component: None Prerequisite(s): None MUS530 Music Therapy Ethics 2 Semester Credits This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital and social media use. Core Curriculum Component: None Prerequisite(s): None MUS535 Music Therapy Supervision and Professional Development 2 Semester Credits This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course includes an overview of various theories and models of music therapy supervision, with a focus on maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development. Core Curriculum Component: None Prerequisite(s): None MUS540 Music Therapy Research I 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. 235 Core Curriculum Component: None Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS546 Clinical Music Therapy Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS552 General Music Education Methods 3 Semester Credits Current teaching techniques, methods, and materials for teachers of general music and elective classes at the elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and Teaching in Music) MUS553 Special Education in Music Education 3 Semester Credits An examination of issues of special education and students with disabilities and giftedness within music education contexts. Topics include techniques for accommodations and modifications within music education classes and 236 ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and support networks for students with special needs. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods) MUS554 Advanced Music Therapy Clinical Improvisation 3 Semester Credits This course focuses on strengthening and deepening the connection between students’ musical skills and clinical application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques and methods for clinical improvisation through readings, case review, online discussions, and experiential learning. Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore advanced techniques and methods for clinical improvisation through researching a model of improvisation in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS555 Music Therapy, Spirituality, and Well-being 2 Semester Credits This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications surrounding this work. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS560 Music and Imagery 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None MUS565 Advanced Music Therapy with Infants, Children and Family Centered Care 2 Semester Credits This course provides an in-depth exploration of music therapy methods with infants, children and family centered care with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families. 237 Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an integrative treatment team. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS570 Music, Neurology, and Physiology 3 Semester Credits This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II) MUS575 Music Therapy in Palliative Care 2 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice, ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and synthesis of clinical research surrounding palliative and end of life care. Core Curriculum Component: None Prerequisite(s): None MUS576 Music Therapy in Trauma Informed Care 3 Semester Credits This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being, relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage, isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence, supervision, consultation, and self-care will also be addressed. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II), MUS530(Music Therapy Ethics) MUS577 Instrumental Methods in Music Education 2 Semester Credits 238 Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS578 Choral Methods in Music Education 2 Semester Credits Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field experiences in schools required. Enrollment limited to majors except by permission of the instructor. Core Curriculum Component: None Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education) MUS580 Transcultural Music Therapy I 4 Semester Credits This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the use of music in community and for healing within their culture. Music is explored as a means of understanding a culture, human interaction, communication, manner of fostering health and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required* MUS582 Transcultural Music Therapy II 4 Semester Credits This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction, communication, and utilized to foster health, healing and quality of life. Core Curriculum Component: None Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*, MUS525(Cross-Cultural Awareness in Music Therapy) MUS585 Advanced Music Therapy Group Work 3 Semester Credits This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group practice. This course will also explore the use of musical and non-musical means of processing and deepening in the group process or experience. Core Curriculum Component: None Prerequisite(s): MUS510(Advanced Music Therapy Theory) 239 MUS590 Interdisciplinary Practice and Research Methods in Music Therapy 3 Semester Credits This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and challenges, indications and contraindications for this work will be discussed. Core Curriculum Component: None Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I) MUS595 Thesis or Final Project 2 Semester Credits This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's thesis requirement in an independent study format. This includes clarification of program expectations, review of literature, project and research development, academic and report writing, and advisory support and feedback. Core Curriculum Component: None Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II) MUS599 Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS –New Media NMS100 Journalism Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS101 Sports Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None 240 NMS102 Audio Storytelling Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS105 Multimedia Production Practicum 1 Semester Credits The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus organization while developing specific communication skills. Core Curriculum Component: None Prerequisite(s): None NMS110 Exploring Diversity in Mass Media 4 Semester Credits This course explores big questions about representation in media: Are we all represented in media? How are we constructed through media? How does mass media shape our identities and communities? How do we shape the media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and power; examine our own positionality within those structures; and use intercultural awareness to expand the frame. Core Curriculum Component: Humanities Prerequisite(s): None NMS115 Introduction to Game History and Design 4 Semester Credits This course introduces students to game design and development terminology, principles, tools and techniques. Students will examine the history and theories of game design and will explore a variety of game genres. Business principles, legal and ethical issues and technological developments are discussed in relation to the creation of games. Core Curriculum Component: None Prerequisite(s): None NMS220 Foundations of New Media 4 Semester Credits Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and historical developments of new media will be examined. Assignments will take the form of case studies, projects, and critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media. Core Curriculum Component: None Prerequisite(s): None 241 NMS230 Social Media 4 Semester Credits Explore the form, function, and context of social media, social media theory, and effective strategies for using social media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the new medium. Includes practical hands-on experience creating and engaging with social media. Core Curriculum Component: None Prerequisite(s): None NMS242 Electronic Literature 4 Semester Credits Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres – among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive, simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize the digital on the literary page, stage, and screen. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NMS252 Content and Systems Design 4 Semester Credits If you’ve ever enjoyed the experience of playing a video game, you’ve had a first-hand lesson in how important content and systems design are. The experience of a game is driven by four major components: content, systems, narrative, and user experience. This class will help you learn to design all four components, and build a deeper understanding of the game development process and an introduction to concepts in scripting. Core Curriculum Component: None Prerequisite(s): None NMS260 New Media Production 4 Semester Credits Consider new media technologies and their uses in this introductory course in new media production. Work collaboratively and independently to produce new media works ranging from Internet memes to interactive videos. Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media principles, understand the importance of user, and learn to communicate ideas effectively. Core Curriculum Component: None Prerequisite(s): None NMS295 Topics in New Media 242 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS320 Contemporary New Media Practices 4 Semester Credits Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact, and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics, technoculture, genre revisionism, and mechanical reproduction. Core Curriculum Component: None Prerequisite(s): NMS220(Foundations of New Media) NMS352 Unity I: Working With Unity 4 Semester Credits The Unity engine powers nearly 50% of all games and nearly 75% of mobile games. This course, built in collaboration with Unity and the IGDA, will introduce you to developing games in Unity. By the end of this course, you'll learn how to build a fully functioning game within the Unity system, including all key elements. Core Curriculum Component: None Prerequisite(s): None NMS371 Internet Law 4 Semester Credits Cybercrime. Privacy Breaches. Copyright Infringement. The Internet is chocked full of examples like these where technology, users, and society have collided in ways that have called for legal or regulatory intervention. Study Internet governance frameworks and existing laws while exploring the legal principles and regulations that govern the Internet. Consider the past, present, and future of Internet law as you examine global Internet challenges and key legal conflicts. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture), COM180(Introduction to Communication Studies), COM247(Documentary History and Theory), COM254(Interpersonal Communication), COM260(Environmental Communication), COM280(Introduction to Communication Studies), COM290(Writing for Strategic Communication), COM295(Topics), FLM124(Monster Movies), FLM180(Film Sight and Sound), FLM216(Film Production I), FLM229(Screenwriting), FLM230(Scenic Painting: Paint for Stage, Film and Faux Application), FLM240(Animation), FLM251(Mexican Cinema: Past and Present), FLM260(Documentary Production I), FLM295(Film Topics), NMS110(Exploring Diversity in Mass Media), NMS220(Foundations of New Media), NMS230(Social 243 Media), NMS242(Electronic Literature), NMS260(New Media Production), NMS295(Topics in New Media), POL121(American Government and Politics), POL122(Social Justice in Urban America), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics) NMS375 Practicum 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS399 Internship 4 Semester Credits Junior or senior standing required Core Curriculum Component: Augsburg Experience Prerequisite(s): None NMS452 Unity II: Advanced Unity 4 Semester Credits This course is intended to provide students with the skills and knowledge to bring their mastery of the Unity game engine and C# programming up to a professional standard. Students will learn how to perform a range of vital codebased tasks within the Unity platform, and will grow their skills in building core gameplay functionality, supporting systems and platform-specific optimizations. This course was built in collaboration with Unity. Upon successful completion, students will be prepared to sit for the Unity Certified Associate: Programmer exam. 244 Core Curriculum Component: None Prerequisite(s): NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design), NMS352(Unity I: Working With Unity) NMS475 Game Design Studio 4 Semester Credits This course is intended as a culmination of all a student’s work in the Game Design and Development major. Students will work in groups to build a game in the Unity engine that uses real-time 2D or 3D visuals and showcases their understanding of the core principles of game design. Students will pitch their game, design, prototype, build and test their game. Students will be evaluated based on the quality of their game, and their internal project management processes. Core Curriculum Component: None Prerequisite(s): CSC165(Introduction to Computer Programming (Python)), CSC272(Unix and C), CSC311(Web Applications and Databases), NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design), NMS352(Unity I: Working With Unity), NMS452(Unity II: Advanced Unity) NMS490 Vocation and New Media 4 Semester Credits A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media), POL371(Topics) NMS495 Topics in New Media 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NMS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR – Nursing NUR300 Trends and Issues in Nursing 4 Semester Credits 245 A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR314 Self-Care I: Health of the Nurse 2 Semester Credits In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on the process. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) NUR315 Self-Care II: Health of the Nurse 2 Semester Credits In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care. Core Curriculum Component: None Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable* 246 NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable* NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. 247 Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None 248 NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P Practicum: Theoretical Foundations for Advanced Nursing Practice 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore 249 collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P Practicum: Research Methods in Nursing 1 Semester Credits This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students will design a research study proposal based on their nursing practice focus. Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None 250 Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) NUR525P Practicum: Graduate Field Project 2 Semester Credits This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theorybased care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P 251 Practicum: The Power of Ritual and Ceremony for Transformation 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P Practicum: Politics of Health Care 1 Semester Credits 252 This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in 253 consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. 254 Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR715 Practicum: Dismantling White Supremacy Culture 1 Semester Credits This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be incorporated into collective group work to address systemic racism in both personal and professional work spaces. Core Curriculum Component: None Prerequisite(s): None NUR721 Practicum:Ancient Healing Practices and Modern Implications 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This course helps students embody connections to nature that are fundamental in modern day holistic nursing and healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing energies of the cosmos. Core Curriculum Component: None Prerequisite(s): None 255 NUR731 Practicum:Dia de los Muertos 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Dia de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR741 Practicum:Health and Community Building in Guatemala 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None Prerequisite(s): None NUR751 Transformation in Practice: Addressing Soul Trauma and Healing 1 Semester Credits This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as well as ceremony to understand social and generational trauma. In community, transformation will be supported while addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care. Core Curriculum Component: None Prerequisite(s): None NUR755P 256 Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR762 Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Métis) and Formal Evidence 3 Semester Credits This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice will be developed. Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. 257 Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course embraces a critical social approach to understanding health and illness embodied within populations and communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the underserved, and providing care and access to health resources is emphasized. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR808 Noble Nursing Leadership: Catalyzing Moral Environments and Courageous Cultures within an Ecosystem of Belonging 3 Semester Credits This course explores the nobility of leadership to use power and influence for pragmatic, workable solutions. As a leader to the intentional and unintentional violence and oppression in community and society, systems as economies are critiqued to create an equity economy. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability affect development and system-wide evolution. Financial accountability in leadership is examined to build capacity for responsive budget planning with a lens of equity. Contextual leadership of 258 being alert and attentive (woke leadership) is examined to navigate systems and be inclusive. Brave leadership is examined through the characteristics of curiosity, vulnerability, and action to inform a model of daring leadership that builds trust, collective courage, and authorship of one’s own story and life. Courage in leadership is explored and strategized as a rebellion for a revolution for authenticity and worthiness. The honorable work of leadership to impact human and planetary survival is constructed. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the seminars with faculty and peers. Core Curriculum Component: None Prerequisite(s): None NUR812 Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular focus on chapter one and two. Core Curriculum Component: None Prerequisite(s): None NUR816 Advanced Pathophysiology and Vibrational Energy Medicine 3 Semester Credits This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances. Core Curriculum Component: None Prerequisite(s): None NUR817 Informatics and Health Policy: The Colonization of Knowledge 1 Semester Credits This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of advanced practice nurses. Core Curriculum Component: None 259 Prerequisite(s): None NUR818 Pharmacotherapeutics I for Advanced Practice 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. Core Curriculum Component: None Prerequisite(s): None NUR819 Physical and Holistic Health Assessment 3 Semester Credits This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history. Core Curriculum Component: None Prerequisite(s): None NUR820 Integrative Illness Prevention and Wellness Promotion 2 Semester Credits This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan and healthcare systems. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable* NUR822 Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits 260 The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three. Core Curriculum Component: None Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu) NUR824 Integrative Primary Care of Adults I 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion) NUR825 Integrative Primary Care of Adults II 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and also addressing women's health issues. Core Curriculum Component: None Prerequisite(s): NUR824(Integrative Primary Care of Adults I) NUR826 Pharmacotherapeutics II for Advanced Practice and Herbal Medicine 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout the life span. Core Curriculum Component: None Prerequisite(s): None NUR827 Integrative Primary Care of Children 3 Semester Credits This course provides the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the pediatric population with ongoing symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality, 261 language and communication styles. Ethical implications of providing cultural and holistic care to marginalized populations will be examined. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty and peers. Students will begin to write their Capstone Project paper during this semester. Core Curriculum Component: None Prerequisite(s): NUR821(Second Year Doctoral Seminar) NUR832 Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four. Core Curriculum Component: None Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur) NUR833 Advanced Pathophysiology II 2 Semester Credits This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalance. This course also integrates competency-based case study applications. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine) NUR841 Final Year Doctoral Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the student's practicum experiences to complete their doctoral capstone project. During this seminar, students will complete their written scholarly paper describing their capstone project and present their scholarly project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar) NUR842 262 Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar 1 Semester Credits The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students' completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals. The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication. Core Curriculum Component: None Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur) NUR843 Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating HEENT and Complementary and Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques for treating these conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required* NUR844 Women's Health Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating Women’s health issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for treating Women’s health conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required* NUR845 Musculoskeletal Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating musculoskeletal issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques for treating the musculoskeletal conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required* NUR846 Dermatology, Suturing and Minor Surgical Procedures Skills Lab 0.5 Semester Credits This course provides the application of competency-based education in treating dermatology, suturing and minor surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course. Core Curriculum Component: None Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required* 263 NUR850 Integrative Primary Care of Adults Clinical I 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This course will also provide the student with clinical opportunities and direct patient care to provide the application of medical and complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptoms and illness. Core Curriculum Component: None Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion) NUR851 Integrative Primary Care of Adults Clinical II 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical and complementary and alternative management to disease states and body systems. The clinical management is an approach to treating the adult patient and women's health issues with chronic illness. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I) NUR852 Integrative Primary Care of Adults Clinical III 2 Semester Credits This course will provide the student with clinical opportunities and direct patient care for clinical application of medical, complementary and alternative healthcare management of disease states and body systems. The clinical management is an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate safe and effective management strategies for patients requiring multiple pharmacological interventions. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I) NUR853 Integrative Primary Care of Children Clinical 2 Semester Credits This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health within a pediatric population. Core Curriculum Component: None Prerequisite(s): None NUR854 Integrative Primary Care of Adults Clinical IV 264 3 Semester Credits This course will provide the student with clinical opportunities and direct patient care to provide the clinical application of medical, complementary and alternative healthcare management to disease states and body systems. Students will integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman, pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include evidence-based practice, management of complex pharmacological application, and the holistic approach to patient care. Core Curriculum Component: None Prerequisite(s): None NUR855 Integrative Primary Care of Adults Clinical V 2 Semester Credits This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and pharmacological prescribing practices into primary patient care. Core Curriculum Component: None Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV) NUR856 Leading Change Through the Lens of Wholeness: Clinical 1 Semester Credits This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will provide the students clinical opportunities and direct patient care to provide the application of medical, complementary and alternative healthcare management to disease states and body systems. The clinical management is an approach to treating the primary care patient with ongoing symptom and illness. This course will provide the student with the opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II), NUR861(Concurrent enrollment in NUR861) *concurrent registration is required* NUR861 Leading Change Through the Lens of Wholeness 2 Semester Credits This course will provide an approach to a collaborative medicine case study application of transcultural and holistic nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills be examined. Core Curriculum Component: None Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical II) NUR892 265 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None OJB – Ojibwe OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits 266 An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) PA – Physician Assistant Studies PA500 Community Health and Evidence-Based Professional Practice 1 1 Semester Credits Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course series identifies the relationship between ethics, research, and theory, through class discussion and community health immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the knowledge, skills, and abilities necessary for professional PA practice. Core Curriculum Component: None Prerequisite(s): None PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 5 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA510 Community Health and Evidence-Based Professional Practice 2 1 Semester Credits Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course series identifies the relationship between ethics, research, and theory, through class discussion and community health immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the knowledge, skills, and abilities necessary for professional PA practice. 267 Core Curriculum Component: None Prerequisite(s): PA500(Community Health and Evidence-Based Professional Practice 1) PA511 History and Physical Exam Skills I 6 Semester Credits This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical Practice Seminar I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 6 Semester Credits This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA520 Community Health and Evidence-Based Professional Practice 3 1 Semester Credits Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course series identifies the relationship between ethics, research, and theory, through class discussion and community health immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the knowledge, skills, and abilities necessary for professional PA practice. Core Curriculum Component: None Prerequisite(s): PA510(Community Health and Evidence-Based Professional Practice 2) PA521 Pharmacotherapy I 4 Semester Credits This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects, contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and Physical Exam Skills I, and Clinical Practice Seminar I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 268 4 Semester Credits This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects, contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and Physical Exam Skills II, and Clinical Practice Seminar II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA530 Community Health and Evidence-Based Professional Practice 4 1 Semester Credits Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course series identifies the relationship between ethics, research, and theory, through class discussion and community health immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the knowledge, skills, and abilities necessary for professional PA practice. Core Curriculum Component: None Prerequisite(s): PA520(Community Health and Evidence-Based Professional Practice 3) PA531 Clinical Medicine I 9 Semester Credits This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 9 Semester Credits This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam Skills II, Pharmacotherapy II, and Clinical Practice Seminar II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 5 Semester Credits 269 This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in pediatrics, women's health, and acute, emergent, and inpatient care. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA545 Clinical Phase Transition 2 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and verbal communication, professionalism, and interpersonal skill development relating to the application of knowledge. Students will practice these skills during simulated patient exercises throughout the semester. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA546 Clinical Practice Seminar I 3 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts encountered in clinical practice. Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA547 Clinical Practice Seminar II 3 Semester Credits This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts of clinical decision making, and apply other course content to patient cases. It will be administered in a small group format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups will consist of 5-10 students. Core Curriculum Component: None Prerequisite(s): PA546(Clinical Practice Seminar I) PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None 270 PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA602 General Surgery Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history 271 and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None 272 Prerequisite(s): None PA608 Elective Clinical Practicum II 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA622 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 273 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): None PHI – Philosophy PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None 274 Prerequisite(s): None PHI180 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits 275 Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. Core Curriculum Component: Humanities Prerequisite(s): None PHI295 Topics 4 Semester Credits This course introduces students to various topics in the field of philosophy. Students will explore primary texts and sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop their own perspectives on the topic(s) under investigation. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level) PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 276 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI365 Philosophy of Science 4 Semester Credits The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None 277 Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures) PHI399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY – Physics PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) PHY107 278 College Physics I 4 Semester Credits This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course. Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course. Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus), MPL(Math Placement Level 3) PHY107L College Physics I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY107(College Physics I) *concurrent registration is required* PHY108 College Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) PHY108L College Physics II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY108(College Physics II) *concurrent registration is required* PHY116 Introduction to Physics 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) 279 PHY116L Introduction to Physics Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics I Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures, one three-hour laboratory. Spring) 280 Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT146(Calculus II) *concurrent registration is acceptable*, MAT255(Multivariable Calculus) *concurrent registration is acceptable*; PHY121(General Physics I) PHY122L General Physics II Lab 1 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III) *concurrent registration is acceptable*, MAT255(Multivariable Calculus) *concurrent registration is acceptable*; PHY122(General Physics II) PHY245L Modern Physics Lab 1 Semester Credits Laboratory experiments and projects provide students with an introduction to advanced instrumentation and experimental techniques used in modern science. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY261 281 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is required. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 1 Semester Credits Students will develop hands-on skills and experience through laboratory exercises and projects using modern test instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II) PHY295 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. Core Curriculum Component: None Prerequisite(s): 1 of MAT146(Calculus II), MAT255(Multivariable Calculus); PHY122(General Physics II) 282 PHY317L Biophysics Lab 1 Semester Credits Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques). Core Curriculum Component: None Prerequisite(s): 1 of MAT146(Calculus II), MAT255(Multivariable Calculus); 1 of CSC165(Introduction to Computer Programming (Python)), PHY122(General Physics II) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 1 Semester Credits Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting, simulation, etc. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II) PHY351 Classical Mechanics 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle kinematics. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY365 Electricity and Magnetism 4 Semester Credits Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic waves and Maxwell's equations in vacuum and in matter. 283 Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHY396 Comprehensive Laboratory II 2 Semester Credits Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II) PHY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 284 PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY484 Quantum Mechanics Supplement 2 Semester Credits A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional undergraduate quantum mechanics course. Core Curriculum Component: None Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special Functions of Mathematical Physics) PHY486 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL – Political Science POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences 285 Prerequisite(s): None POL122 Social Justice in Urban America 4 Semester Credits Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 Introduction to Political Science 4 Semester Credits An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 286 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL282 Asian American Politics 4 Semester Credits Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy 4 Semester Credits This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’ participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as globalization and neoliberal economic policies applied in the region and how these – among other factors – have reshaped the role of governments and its relationship with constituents. Core Curriculum Component: None 287 Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 288 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None POL357 (Im)Migration, Gender and Social Change 4 Semester Credits At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of (im)migration in a Latin American context. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL359 Topics: Women in Comparative Politics 4 Semester Credits 289 Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture), 290 COM180(Introduction to Communication Studies), COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL391 Seminar 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL396 291 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), 292 POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3) POL484 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United 293 Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP – Professional Psychology PRP701 Lifespan Development 3 Semester Credits This course focuses on the normative transitional aspects of development across the lifespan, including aspects of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are emphasized. Applications to the practice of clinical psychology will be considered throughout the course. Core Curriculum Component: None Prerequisite(s): None 294 PRP702 Introduction to Diverse Populations 3 Semester Credits This course is designed to expose students to the current and historical experiences of diverse groups of people in the United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both didactic and experiential components, and students will be expected to consider our cultural, economic, and sociopolitical systems from multiple perspectives. Core Curriculum Component: None Prerequisite(s): None PRP703 Professional Issues: Ethics, Conduct, and the Law 3 Semester Credits This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning, APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures, confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment, therapy, forensics, and consultative and supervisory relationships. Core Curriculum Component: None Prerequisite(s): None PRP704 Cognition and Affective Processes 3 Semester Credits This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are considered. Clinical applications will be emphasized throughout the course. Core Curriculum Component: None Prerequisite(s): None PRP705 Physiological Psychology 3 Semester Credits This course introduces brain-behavior correlates, the systematic function of the nervous system and basic psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these systems on behavior and psychopathology. Core Curriculum Component: None Prerequisite(s): None PRP706 History and Systems 3 Semester Credits 295 This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The course will investigate how psychological thought has paralleled the development of western and non-Western thought, tradition, culture, religion, medicine, and social institutions. Core Curriculum Component: None Prerequisite(s): None PRP711 Professionalization Group I 1 Semester Credits During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g., library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered. Core Curriculum Component: None Prerequisite(s): None PRP712 Professionalization Group II 1 Semester Credits During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g., library, career services, training). Later, time is spent addressing core aspects of professional identity, including interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered. Core Curriculum Component: None Prerequisite(s): None PRP720 Statistics and Research I 3 Semester Credits This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This course provides an introduction to research methods in clinical and applied psychology, including classical and modern approaches to psychological measurement and test construction, psychotherapy process and outcome research, research ethics, bias and social justice in psychological research, and the application of research to psychotherapy practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well as developing a preliminary rationale for their CRP project, including research design and aims. Core Curriculum Component: None Prerequisite(s): None PRP721 Statistics and Research II 296 3 Semester Credits This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This course includes an overview of various research methods and statistical tests commonly used in clinical psychological research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and the methodological tools necessary for functioning as a local clinical scientist in applied settings. Core Curriculum Component: None Prerequisite(s): PRP720(Statistics and Research I) PRP730 Psychopathology I 3 Semester Credits This course concentrates on the description, etiology, assessment, and understanding of the moderate range of symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems, particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic interviewing, including a review of semi-structured interviews. Core Curriculum Component: None Prerequisite(s): None PRP731 Psychopathology II 3 Semester Credits This course concentrates on the description, etiology, assessment, and understanding of the moderate range of symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems, particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context of psychopathology. Core Curriculum Component: None Prerequisite(s): PRP730(Psychopathology I) PRP741 Cognitive Assessment 3 Semester Credits This course introduces the student to the major approaches and techniques for intellectual assessment in children and adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation can be practiced. Core Curriculum Component: None Prerequisite(s): None PRP742 297 Objective Personality Assessment 3 Semester Credits This course introduces the student to the major approaches and techniques for objective personality assessment in adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated with the material covered in the lecture. Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment) PRP743 Projective Personality Assessment 3 Semester Credits This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation can be practiced. Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment) PRP800 Basic Intervention Skills 3 Semester Credits This course is designed to help students develop and refine the interpersonal skills necessary for being an effective clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is largely about application, and students are expected to practice these skills in the classroom. Assignments are largely related to the development of these basic skills. Core Curriculum Component: None Prerequisite(s): None PRP801 Cognitive Behavioral Theory and Therapy 3 Semester Credits This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly readings for this course. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP802 Person Centered and Experiential Theory and Therapy 3 Semester Credits 298 This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills to help clients express and explore their experience. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP803 Psychodynamic Theory and Therapy 3 Semester Credits The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings. Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy. Case material is used to help students better understand the theories and techniques. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP804 Systems Theory and Therapy 3 Semester Credits This course is one of four required theory and therapy courses in the clinical psychology program. This course will examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic conceptualizations will include family systems, organizations, and communities. It provides an overview of systems theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g. families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This course includes didactic approaches and significant interactive and role-play components. Students are also expected to demonstrate knowledge of evidence-based practices in this domain. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP810 Assessment and Treatment of Children and Families 3 Semester Credits This course provides an overview of evaluation and treatment issues specific to children and families. Developmental psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and society on child clinical practice are also examined. Core Curriculum Component: None Prerequisite(s): PRP800(Basic Intervention Skills) PRP811 Social Psychology 3 Semester Credits Concepts from research and theory in social psychology are presented for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized. 299 Core Curriculum Component: None Prerequisite(s): None PRP812 Assessment and Treatment of Diverse Populations 3 Semester Credits This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and group experience and identity. Core Curriculum Component: None Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills) PRP813 Consultation and Supervision 3 Semester Credits This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are considered. Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment) PRP814 Capstone Integrative Seminar 3 Semester Credits Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course requires the successful completion of several tasks designed to demonstrate that the student is ready for internship. Core Curriculum Component: None Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy) PRP821 Practicum I - Assessment 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that the first year of practicum 300 experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV). Core Curriculum Component: None Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention Skills) PRP822 Practicum II - Assessment 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV). Core Curriculum Component: None Prerequisite(s): PRP821(Practicum I - Assessment) PRP823 Practicum III - Therapy 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that either the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not completed in a prior term it must be taken concurrently with PRP823. Core Curriculum Component: None Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap), PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment) PRP824 Practicum IV - Therapy 3 Semester Credits The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a core faculty member. The overall practicum experience may be structured such that either the first year of practicum experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. Core Curriculum Component: None Prerequisite(s): PRP823(Practicum III - Therapy) PRP831 Advanced Practicum I 1.5 Semester Credits 301 The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences, raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their professional identity. Core Curriculum Component: None Prerequisite(s): PRP823(Practicum III - Therapy) PRP832 Advanced Practicum II 1.5 Semester Credits The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences, raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their professional identity. Core Curriculum Component: None Prerequisite(s): PRP831(Advanced Practicum I) PRP850 Clinical Research Project Seminar 1 Semester Credits The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done considerable research and are in the process of writing their research proposal. Core Curriculum Component: None Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II) PRP851 Clinical Research Project 1 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5 modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to guide students through the process of completing the CRP. This course is designed to guide students through the completion of module 1. Core Curriculum Component: None Prerequisite(s): PRP850(Clinical Research Project Seminar) PRP852 Clinical Research Project 2 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to 302 deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal, received the approval of your chair to submit it to your committee for feedback, received your committee’s approval, submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research. If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process, you will develop skills in independent clinical research, including skills in research design, ethics, communication, and collaboration. Core Curriculum Component: None Prerequisite(s): PRP851(Clinical Research Project 1) PRP853 Clinical Research Project 3 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP, by the time you have completed this module, you will have collected most of your data and made any necessary revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in independent clinical research, including skills in research methods, data analysis, ethics, communication, and collaboration. Core Curriculum Component: None Prerequisite(s): PRP852(Clinical Research Project 2) PRP854 Clinical Research Project 4 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for review. In the process, you will develop skills in independent clinical research, including skills in research methods, data analysis, reporting of results, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP853(Clinical Research Project 3) PRP855 303 Clinical Research Project 5 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination of clinical research, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP854(Clinical Research Project 4) PRP859 Clinical Research Project Extension 1 Semester Credits The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course represents an optional extension credit for students who were not able to complete their CRP on the typical timeline, through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and research collaboration. Core Curriculum Component: None Prerequisite(s): PRP855(Clinical Research Project 5) PRP880 Topics 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP881 Topics 1.5 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP882 Topics 2 Semester Credits 304 Core Curriculum Component: None Prerequisite(s): None PRP883 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PRP890 Predoctoral Internship 0 Semester Credits The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and achieve personalized goals for professional development in clinical work, and solidify their identities as professional clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful completion of the year-long internship, as certified by the internship site, students will have also successfully completed all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the duration of their year-long internship. Core Curriculum Component: None Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy) PRP891 Predoctoral Internship Supplement 0 Semester Credits The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and achieve personalized goals for professional development in clinical work, and solidify their identities as professional clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful completion of the year-long internship, as certified by the internship site, students will have also successfully completed all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the duration of their year-long internship. Core Curriculum Component: None Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy) PSY – Psychology PSY100 305 Topics in Psychology 4 Semester Credits A topics-based psychology course for non-majors interested in applying psychological principles and methods to understand and analyze real-world events. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY105 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY205 Global Perspectives in Psychology 4 Semester Credits Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development, emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for faculty-led study abroad programs. 306 Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences Prerequisite(s): None PSY215 Research Methods and Statistics I 4 Semester Credits Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) 307 PSY255 Cognitive Development 4 Semester Credits This course focuses on the processes by which children come to acquire, recall, and use knowledge. Emphasis will be on theories of development, current scientific and applied research in developmental psychology, as well as methodological approaches to studying children’s abilities. Topics include the development of knowledge of objects and people, symbolic thought, problem solving, reasoning, attention, and memory. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Psychopathology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 308 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY275 Cultural Psychology 4 Semester Credits This course will provide a comprehensive introduction to how culture and diversity shape psychological processes. We will survey a broad range of topics in cultural psychology, emphasizing psychological theories and methods that shed light on how culture influences psychological experiences and social behavior. Topics include cultural contributions to emotion, cognition, development, social and intergroup relationships, power and oppression, identity and the self, personality, migration and acculturation, morality, and mental health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY282 Industrial and Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group, and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY292 Topics in Mental Health 2 Semester Credits Discuss current topics in mental health from biological, psychological, social, and scientific perspectives. Specific topic will be published prior to registration. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 309 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits 310 Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 311 Counseling and Psychotherapy Theories 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 312 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. 313 Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY495 Clinical Research and Lab 4 Semester Credits Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on research projects. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PWC – Playwrights Center PWC300 Playwriting 4 Semester Credits An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’ Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and receiving creative feedback. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC310 Topics in Playwriting 4 Semester Credits An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’ Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of genre, musical theater writing, social justice theater, various play structures, and related topics. Core Curriculum Component: None 314 Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC320 Writing for Television 4 Semester Credits An online television writing workshop taught from the perspective of a professional writer affiliated with the Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot creation, as well as professional development and issues in the field. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PWC330 Writing for Digital Media 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PWC510 Topics in Writing for Screen and Stage 3 Semester Credits An online graduate-level writing workshop taught by a professional writer affiliated with the Playwrights’ Center. Students learn about specific rotating topics in the fields of theater, television, film, or digital media by completing a major writing project for screen or stage and contributing to an active writing community. This course is repeatable. Core Curriculum Component: None Prerequisite(s): SPP(Study Abroad/Away Approval) RLN – Religion RLN100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning I Prerequisite(s): None RLN200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits 315 This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I) RLN201 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN202 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN209 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), 316 RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN214 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN216 Religion and Science in Popular Culture 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN222 Religion and Popular Culture 4 Semester Credits This course will examine the intersection of religion(s) and popular culture. In particular, we will ask two major questions as we read, watch, listen to, and discuss the materials for this course. First, what do we mean by the term religion? Second, how does religion shape popular culture, and vice versa? *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN230 Self, Sex and Sin: Human Person in Christian and Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the 317 Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN240 Religion and the Rise of Science 4 Semester Credits This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN243 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN248 Interfaith Eating and Ethics 4 Semester Credits Food is central to human experiences, connecting people across the table and across the globe. It serves as a core component of religious and spiritual traditions, from sacred meals to dietary laws to feasting and festivals. The course will examine these connections as well as the way that different religions think about food justice and environmental sustainability. The course incorporates a weekly food lab which involves cooking recipes from varied religious and spiritual traditions. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN251 The Bible and Its Afterlives 4 Semester Credits 318 In this course students take a deep dive into the history, literature, and traditions of the ancient Israelites, Jews, and earliest Christians. Students will learn a variety of interpretive techniques to analyze genres, engage with relevant archaeology, and explore the historical context of the ancient biblical writers. The course will also explore the reception of Jewish and Christian scriptures at different times throughout history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN256 Creation and Destruction in the Bible and Beyond 4 Semester Credits This course will take as its base the stories of the creation of humanity and the flood narrative as found in the biblical book of Genesis. After examining comparative Ancient Near Eastern narratives, we will explore how these Genesis narratives have been interpreted by Jews, Christians, and Muslims before looking at how creation and flood stories are portrayed in contemporary secular media. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN257 Apocalypse Now and Then 4 Semester Credits This course will explore the origins of apocalypse, based in ancient Jewish and early Christian ideas of the end of the world and on hopes of a world to come. Building a strong foundation through an examination of apocalyptic texts from the Bible to the Dead Sea Scrolls, our investigation will continue into later periods, covering a variety of topics including apocalypticism in Islam and other religions, apocalyptic groups in America, climate change, popular culture, and the Covid-19 pandemic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN261 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN272 Responsible Leadership in an Interfaith World 4 Semester Credits 319 Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN275 Judaism 4 Semester Credits In this course students will be introduced to Judaism, a dynamic religious tradition that has developed many forms during a more than 3000-year history that has spanned nearly the entire globe. In an effort to understand the ways in which Jews have lived their lives, students will explore how Jewish self-identity, textual traditions, history, and religious practices combine to define “Jew” and “Judaism” from its inception until today. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN278 Asian Philosophies of Life, Death, and In-Between 4 Semester Credits Received knowledge about a phenomenon is often the knowledge of one group, culture, or geographic space. Studying the same phenomenon from different perspectives allows us to see its complexity. For example, most Asian languages historically have not had a word for religion. Instead, we find words corresponding to appropriate ways of living and perceiving the human and the divine worlds. Asian philosophical systems not only include debates on the topics of life, death, afterlife, existence of God and soul, and ideal ways of living, but also challenge popular notions of religion and philosophy. Through primary source readings, visual materials, and reflection activities, students will encounter the diversity of thought in Asia. Students will gain religious literacy on worldviews originating in Asia while reflecting on their perceptions of life. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN290 Foundations for Public Ministry 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of faith. Core Curriculum Component: Search for Meaning II 320 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN295 Church: Past, Present, Future 4 Semester Credits As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries. Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and "postmodern" Christians and churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN300 Religion and Vocation in the Public Sphere 4 Semester Credits This course will provide an introduction to the way religious and/or humanist commitments shape individuals and communities, and help them understand who they are and how they live in relation to the world around them. It will use the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism, Christianity, Islam, Hinduism, and Buddhism. Core Curriculum Component: Search for Meaning I Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status) RLN301 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN302 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) 321 RLN303 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN304 Contextual Learning in Ministry 3 Semester Credits This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304 each semester during their second and third year. Their responsibilities in their contextual learning sites will change each semester, therefore their reflection and subsequent learning will also change each semester. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Approved internship registration form) RLN319 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN330 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN333 Environmental Theology and Ethics 4 Semester Credits 322 An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN336 Latin American Liberation Theologies and Social Change 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN340 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN342 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN344 Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies 4 Semester Credits 323 Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation theologies and their understandings of the divine as they relate to key social issues in the 21st century. This interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366. Core Curriculum Component: Search for Meaning II, Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN366 Sex, Gender, and the Bible 4 Semester Credits There has been no piece of literature more influential on Western and colonial understandings of sex, gender, and sexuality than the Bible. Students in this course will examine sex and gender in the biblical text and then engage with interpretations that discuss and challenge traditional readings of scripture. Topics will include gender roles, queer identities and readings, sexual violence, and rape culture, among others. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN374 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN376 Religion and Social Change in Southern Africa 4 Semester Credits 324 This course examines the changing role of religion in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN380 Theology and Political Resistance 4 Semester Credits This theology and political resistance topics course explores the lives, theologies, faith commitments, and activism of various figures throughout history and the world who have been compelled by those commitments to fight for justice and/or freedom. In some terms, a single figure will be highlighted, examples include Dietrich Bonhoeffer, Martin Luther King, Jr., Malcolm X, Dorothy Day, Mahatma Gandhi, Oscar Romero, or Thich Nhat Hanh. Contemporary issues and political life will inform course discussions and projects. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN390 The Art of Public Ministry 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: None Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families) RLN392 Religion and Trauma 4 Semester Credits Many of the central teachings of Christianity and Judaism are being challenged by religious scholars and leaders who work with survivors of trauma. For example, the claim that people of faith must forgive an individual who has injured them can be harmful for those who have experienced trauma. This course explores different forms of trauma, such as intergenerational, racial, and religious, for example. By engaging materials from Christianity and Judaism related to trauma, and by learning some of the basics of trauma studies, students deepen their understanding of trauma and its connection to religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN399 Internship 4 Semester Credits 325 The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an individualized reflection process with a faculty member round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices), YFM358(Life and Work of the Church) RLN400 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN401 Independent Study/Research 2 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN402 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II 326 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN406 Christensen Scholar Seminar II 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor) RLN409 Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II 327 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) RLN441 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) RLN480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) SCI – Science SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits 328 The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI114 Exploring Science and Engineering 4 Semester Credits This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major (biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science courses such as BIO 151 and CHM 115. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*, MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course required if at MPG4) SCI123 329 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI301 Science in the World 1 Semester Credits A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which explores modes of discourse and sets of expectations common to upper-level science courses. Core Curriculum Component: None Prerequisite(s): None SCI490 Integrated Science 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None 330 SOC – Sociology SOC111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Sociology 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC197 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None SOC240 331 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Love, Intimacy, and Sexuality 4 Semester Credits Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and sexual identities? Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None Prerequisite(s): None 332 SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC349 Organizations and Society: Understanding Nonprofits and Corporations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology) SOC362 333 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); SOC121(Introduction to Sociology) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC380 Disaster and Resilience 4 Semester Credits Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None 334 Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology) SOC381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC390 Intersections of Race and Immigration 4 Semester Credits Often the source of what sociologists call a "moral panic," immigration has produced cultural, economic, and political tension and conflict not only in the U.S. but throughout the world, particularly when those immigrating are "not like us." Structured as part seminar and part research practicum, this course pursues a critical examination of immigration in the United States—both past and present—and its intimate connections with race and ethnic identity. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC395 Mental Illness and Society 4 Semester Credits What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a social phenomenon. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Sociology) SOC396 335 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology), SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning), SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society), SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research); SOC121(Introduction to Sociology) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None 336 Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Sociology) SPA – Spanish SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA114 Spanish for Ministry I 4 Semester Credits If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to church and public theology settings, such as migrant ministries. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 337 SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA218 Spanish for Health Care Professionals 4 Semester Credits This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions. Content will include common scenarios and practice cases from the different health care fields as well as an introduction to the Mexican cultural context in which health care services are provided Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA220 Business Spanish 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 338 Spanish for Heritage Speakers I 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): SPA212(Intermediate Spanish II) SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) 339 SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA334 340 Contemporary Mexican Literature 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA352 Survey of Spanish Literature I 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None 341 Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA357 Central American Literature 4 Semester Credits This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language Placement) SPA360 Readings In Comparative Literature 4 Semester Credits A comparative approach to literary study, with readings from at least two different national literatures and/or periods. Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor and needs of the students. Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) 342 SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE – Education SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None 343 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits 344 This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience) SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 345 SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None 346 Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE550 Autism Spectrum Disorder: Advanced Issues and Programing 3 Semester Credits This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to instructional design across settings using evidence-based practices. Students will research and explore issues that affect individuals with ASD and their families. Core Curriculum Component: None Prerequisite(s): None SPE551 Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder 3 Semester Credits This course focuses on programming for students with communication and social skills issues characterized by the autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication and social skills. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required* SPE552 Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder 3 Semester Credits This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies. Includes state and federal requirements for behavior intervention planning, programming and responding. The course aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an equitable and inclusive learning environment. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*, SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required* SPE553 Advanced Field Placement in Special Education 1 Semester Credits 347 Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD). Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher organizations is required while student teaching. Students may need to complete extra weeks to demonstrate competency in the standards. Core Curriculum Component: None Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP – Study Abroad SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): SPP(Study Abroad/Away Approval) SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK – Social Work SWK100 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. 348 Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK261 Social Welfare: The U.S. Mexican Context 4 Semester Credits To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic, political, and cultural histories of both countries and their complicated relationship. It is important to understand the role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year. Core Curriculum Component: None Prerequisite(s): None SWK271 Comparative Social Policy: Social Policy and Social Change in Mexico and the United States 4 Semester Credits This course prepares Social Work students to function as informed and competent participants in efforts to change social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy formation, implementation, and analysis. The course will examine the influence of values and ideology of the two countries on these processes. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 349 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and 350 groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): None SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits 351 Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have applied and been admitted to the degree program in Social Work. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 352 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. 353 Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK518 Foundation of Addictions 2 Semester Credits This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to substance use disorders. Core Curriculum Component: None Prerequisite(s): None SWK519 Motivational Interviewing 2 Semester Credits In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety of teaching modalities, students will develop motivational interviewing skills. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 354 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 3 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): SWK530(Integrated Field Seminar 1) SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None 355 SWK615 Diversity and Inequality 1 2 Semester Credits This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history, demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and, Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and understand the myths, realities, and biases related to inequity and the impact on the individual, family and different populations. This course is offered as a two-credit course. Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2 2 Semester Credits This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history, demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and, Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and understand the myths, realities, and biases related to inequity and the impact on the individual, family and different populations. This course is offered as a two-credit course. Core Curriculum Component: None Prerequisite(s): None SWK622 MCCP Field Seminar 5: LADC 2 Semester Credits Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or mental health services. The goal is to strengthen students' sophistication in understanding the interconnections between culturally appropriate theory and practice skills, substance use and mental health disorders. Core Curriculum Component: None Prerequisite(s): None SWK628 Multicultural Clinical Practice (MCCP) with Individuals 3 Semester Credits 356 MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 Multicultural Policy Practice 3 Semester Credits In this course, students learn how social policies affect the delivery of social work services. This course examines concepts and frameworks for analyzing policy. The course addresses the role of economics, demographics, politics, values, power and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, families, and tax policy including tax expenditures. Students learn to analyze, formulate, and change agency and social policies in relation to current events. Students explore the impact of institutional discrimination and oppression such as racism in the policy making process. Students learn policy advocacy, and community mobilization with stakeholders to influence policy development and implementation. Core Curriculum Component: None Prerequisite(s): None SWK631 Multicultural Clinical Practice (MCCP) with Groups 3 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human 357 development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits 358 The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK660 Multicultural Macro Practice (MCMP) Research Methods 3 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits 359 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None 360 Prerequisite(s): None THP – Theater THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. 361 Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 362 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) 363 THP136 Theater Practicum: Stage Management-large Project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP152 Theater Practicum: Costume Running Crew 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR – Theater THR116 Acting and Improvisation for Non-Majors 4 Semester Credits 364 A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR229 Theatrical Design 4 Semester Credits 365 Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): THR228(Introduction to Stagecraft) THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None THR237 Dance for Musical Theater 366 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Pan-Asian Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2) 367 THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR273 Latinx Theater and Performance 4 Semester Credits In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order to understand how Latina/os challenge mainstream representations through theatre and performance, and how they articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and heterosexist constructions of Latinidad. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques, and fabric types, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design) THR285 Scenery Design 4 Semester Credits Scenery Design is an introductory study of the theater scene design process and the practical application of expressing your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process 368 from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and experiential project work. This is a project-based class. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design) THR294 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 Playwriting I 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None 369 Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR355 Performing Shakespeare 4 Semester Credits Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s plays. Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater) THR361 Theater Histories: Origins to 1800 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater Histories: 1800 to the Present 4 Semester Credits A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth discussion, embodied practice, production attendance, textual analysis, research, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 370 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to the Present) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR367 New Methodologies of Stage Direction and Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 371 Prerequisite(s): None THR490 Theater Keystone: Exploring Vocation and Artistic Practice 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites: THR 250 and Junior or Senior class standing Core Curriculum Component: Keystone Prerequisite(s): THR250(Script Analysis: Foundations of Theater) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None TRI- TRIO/Student Support Services TRI101 Navigating the Hidden Curriculum of Higher Education 2 Semester Credits This course supports TRIO/SSS students making the transition from high school to the University, supplementing a corequisite course with academic skills instruction targeted to the companion course requirements. This course will also explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This course empowers students to effectively navigate the university experience and to develop the confidence and tools to be successful. Core Curriculum Component: None Prerequisite(s): None URB – Urban Studies URB111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB122 Social Justice in Urban America 4 Semester Credits 372 Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that people work to address those challenges. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB381 City and Regional Planning 4 Semester Credits Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the idea that the way a place is designed shapes human behavior as people interact with that design. We examine how urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can participate and intervene in the planning process. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) URB395 Topics in Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB397 Internship 373 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None URB399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WEL – Health, Physical Education and Exercise Science WEL100 Foundations of Wellness 1 Semester Credits This course is required of all Augsburg students. The class is designed for students to understand the need and assume the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management. Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and reduces stress. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None WEL103 Recreational Wellness: Badminton 1 Semester Credits This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social benefits gained from active participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL104 Recreational Wellness: Bicycling 1 Semester Credits 374 This course is designed to teach students the physical and social benefits associated with active participation in bicycling. The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL106 Recreational Wellness: Bowling 1 Semester Credits The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also include team and individual competition. Students bowl two games each class session. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL107 Recreational Wellness: Fitness Walking 1 Semester Credits This course incorporates cardiovascular fitness into various walking regiments. Students will understand and demonstrate basic skills and fitness strategies, while engaging in routine walking routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL108 Recreational Wellness: Golf 1 Semester Credits This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental benefits of playing golf are highlighted. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL111 Recreational Wellness: Racquet Sports 1 Semester Credits This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and doubles strategies in badminton, pickleball, and racquetball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL112 Recreational Wellness: Basketball 1 Semester Credits 375 This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is to promote physical fitness through basketball and encourage recreational level participation. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL113 Recreational Wellness: Volleyball 1 Semester Credits This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball. The students will practice and perform the skills in a recreational to intermediate competitive environment. Students will also become aware of the physical and social benefits associated with active participation in volleyball. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL114 Recreational Wellness: Soccer 1 Semester Credits This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and coaching the sport. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL115 Recreational Wellness: Walk, Jog, Run 1 Semester Credits This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL116 Recreational Wellness: Weight Training 1 Semester Credits This course seeks to improve the student's knowledge and understanding of the components of weight training and how they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL117 Recreational Wellness: Women's Weight Training 376 1 Semester Credits This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL118 Recreational Wellness: Yoga 1 Semester Credits This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through advanced students are accommodated. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL119 Recreational Wellness: Latin Dance 1 Semester Credits This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba, and bachata and execute basic steps and patterns individually and with a partner. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL120 Recreational Wellness: Canoeing and Paddling 1 Semester Credits Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL130 Recreational Wellness: 5K or Half Marathon Training 1 Semester Credits Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL131 Recreational Wellness: Net Games 1 Semester Credits This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis. Core Curriculum Component: Recreational Wellness 377 Prerequisite(s): None WEL132 Recreational Wellness: Field Games 1 Semester Credits This course will include but not limited to: lacrosse, soccer, and ultimate frisbee. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL150 Recreational Wellness: Student Designed 1 Semester Credits This course is designed to improve proficiency in one or more selected activities. Students will understand and demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended between an in-person lab experience and online discussions and reporting. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL160 Foundations of Wellness-Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Foundations of Wellness Prerequisite(s): CONSENT(Consent of Instructor) WEL170 Recreational Wellness-Adapted 1 Semester Credits This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations. Core Curriculum Component: Recreational Wellness Prerequisite(s): None WEL213 Recreational Wellness: Advanced Volleyball 1 Semester Credits This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should have advanced volleyball experience. Core Curriculum Component: Recreational Wellness 378 Prerequisite(s): None WST – Gender, Sexuality and Women’s Studies WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Introduction to Gender, Sexuality, and Women’s Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST220 Topics in Gender and the Humanities 4 Semester Credits Examination of specific topics related to gender and the humanities not covered in other lower-division Gender, Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 379 WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies 4 Semester Credits Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation theologies and their understandings of the divine as they relate to key social issues in the 21st century. This interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere) 380 WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 (Im)Migration, Gender and Social Change 4 Semester Credits At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of (im)migration in a Latin American context. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 In the Aftermath of War: History, Memory and Transitional Justice in Central America 4 Semester Credits The objective of this course is to analyze the use of history and memory during the transition from war to peace in Central America. The course will address the case of Guatemala, focusing on the social and political events that took place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples conceptualization of memory, justice, reparation, and peace. 381 Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness— economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None WST366 Latin American Liberation Theologies and Social Change 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 382 WST397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: Keystone Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 383 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YST – Youth Studies YST210 Rethinking Children and Youth 4 Semester Credits Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the 20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low expectations of children and youth in society. We will then construct a new framework that will enable us to understand and engage young people as powerful, contributing members of society. Core Curriculum Component: None Prerequisite(s): None YST320 Working with Children and Youth 4 Semester Credits This course will provide students with practical perspectives and experiences in work with children and youth. We will cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements in work with youth and children. This course has a significant service learning requirement. Core Curriculum Component: None Prerequisite(s): YST210(Rethinking Children and Youth) 384
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Title: Augsburg University Graduate Catalog, 2023-2024
Collection: Course Catalogs
Search Result: Introduction Graduate Catalog 2023-2024 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Seme...
Show more Introduction Graduate Catalog 2023-2024 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2023–Summer Semester 2024. It is subject to change without notice. The catalog is intended to complement other university publications including the Student Guide and university website. It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2023 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative writing, education, leadership, music therapy, nursing, physician assistant studies, social work, and clinical psychology are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiatives, and environmental sustainability. At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President 2 Welcome from the Provost and Senior Vice President of Academic and Student Affairs Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and equip themselves for the next stage in their vocational journeys. When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement, preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, to the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary thinking is embodied in our newest academic building on the Minneapolis campus—the Hagfors Center for Science, Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are prepared not only for their first job but for mid- and late-career success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities in the future. We’re delighted that you’ll be joining us. Sincerely, Paula O’Loughlin Provost and Senior Vice President of Academic and Student Affairs 3 About Augsburg University At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Our programs also look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. A Rochester, Minnesota, location was added in 1998. A short history of Augsburg University can be found at augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed: ● ● ● Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: ● ● ● ● ● ● ● ● ● ● ● Master of Arts in Education Master of Arts in Teaching Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner) Doctor of Psychology in Clinical Psychology 4 Augsburg offers the following dual degrees: ● ● ● Bachelor of Arts in Accounting and Master of Arts in Leadership Master of Arts in Leadership and Master of Business Administration Master of Social Work and Master of Business Administration A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of fellow students with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all university facilities—whether in Minneapolis, Rochester, or one of Augsburg’s international locations—and to participate in university activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis-St. Paul International Airport. Rochester Learning Site Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the university’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing are offered in Rochester. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice. The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904. Augsburg classes in Rochester meet on a semester schedule, with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. International Locations Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama, and Communication. Admissions Office—The Admissions Office is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Accessible Student Services (CLASS), and TRIO/Student Support Services. Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to two-bedroom suites. Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker Room, 7 the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety, and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP® collegiate recovery program, Institutional Advancement offices, the Alumni Offices, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure they are meeting standards for educational quality for the degrees they offer. Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality. Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited or approved by the appropriate agencies. Agency Description Degree Programs Accreditation Council for Business Schools and Programs (ACBSP) Global accreditor for business education MBA BA Accounting, Business Administration (Music Business), Business Administration/Economics, Finance, International Business, Management, Management Information Systems, Marketing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Accredits physician assistant programs in the United States MS Physician Assistant Studies American Music Therapy Association (AMTA) Advances the music therapy profession and approves music therapy degree programs BS Music Therapy Master of Music Therapy American Chemical Society (ACS) Scientific organization for advancing chemistry practice, approves baccalaureate chemistry programs BS Chemistry American Psychological Association Commission on Accreditation (APA-CoA) Scientific and professional organization Doctor of Psychology for psychology in the United States, accrediting doctoral programs in clinical, counseling, and school psychology 9 Commission on Collegiate Nursing Education (CCNE) National accreditor for baccalaureate, graduate, and residency/fellowship programs in nursing BS Nursing MA Nursing Doctor of Nursing Practice Council on Social Work Education (CSWE) National accrediting agency for social work education in the United States Bachelor of Social Work Master of Social Work Minnesota Board of Nursing State board that approves nursing programs and regulates licensure DNP – Family Nurse Practitioner National Association of Schools of Music (NASM) National accreditor for undergraduate, graduate, and other credentials for music and music-related disciplines BA Music BS Music Therapy Bachelor of Music Master of Music Therapy Professional Educator Licensing and Standards Board (PELSB) Approves programs in Minnesota that prepare candidates for teacher licensure BA/BS Elementary Education BA English as a Second Language BA Special Education: Academic Behavioral Strategist (See Education Department for full list of approved programs for licensure and endorsements) Augsburg University is an institutional member of: Agency Description American Association of Colleges and Universities (AAC&U) Advances the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education American Association of Colleges of Teacher Education (AACTE) Represents institutions dedicated to high-quality evidence-based preparation of educators who are ready to teach all learners American Association of Higher Education (AAHE) Dedicated to the advancement of higher education 10 Associated Colleges of the Twin Cities (ACTC) Consortium of private liberal arts colleges in the Twin Cities of Minnesota that shares academic programs and promotes student exchange Campus Compact National coalition of colleges and universities committed to building democracy through civic engagement and community development Council of Independent Colleges (CIC) Association of independent nonprofit colleges and universities that provides services to improve the quality of education, administrative, and financial performance Lutheran Education Conference of North America (LECNA) Promotes cooperation among Lutheran colleges and universities in the United States and Canada Minnesota Private College Council Represents the private liberal arts colleges of Minnesota National Council of Schools of Professional Psychology (NCSPP) Advances the development of the highest quality of graduate training in professional psychology Physician Assistant Education Association (PAEA) Works to ensure quality physician assistant education Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. 11 Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the university, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) Title IX Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development, implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX complaint process as well as identifying and addressing any patterns or systemic problems that arise. For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has Deputy Officers: Deputy Officer for Students: Mike Grewe| Dean of Students Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Discrimination and Bias Reporting Augsburg University strives to create a welcoming and inclusive environment for all students, staff, faculty, and guests. However, like any community, there are times when inappropriate, hurtful, and/or harmful incidents take place. Please let us know if you, someone you know, or a group within our campus community, has experienced discrimination, bias, and/or hostility. Full details of Augsburg’s Discrimination and Bias Policy and related reporting process can be found in the Augsburg Student Guide. For more information, contact: 12 Joanne K. Reeck Vice President for Equity and Inclusion | ADA/504 Compliance Officer 612-330-1126 | reeck@augsburg.edu Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The university will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the university in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● ● ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s email address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams 13 ● ● ● The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University Graduate Programs follows the terms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Professional Licensure Standards Disclosure For all programs at Augsburg University which have the potential to lead to professional licensure, students are responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional licensure or certification, in any field, in any jurisdiction. Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to additional coursework and training, supervised clinical experiences, and successful passage of state or national exams. Other licensure requirements may include background checks, years of work experience, fingerprinting requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time. For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg University Professional Licensure Disclosure website. As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office. 14 Student Rights The university has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A university-provided email account shall be an official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the university-provided email account. Students should regularly check their email account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded email account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. 15 Admission All graduate programs require students to hold a bachelor’s degree. Augsburg recognizes degrees from colleges and universities accredited by institutional accrediting agencies historically known as regional accreditors. Equivalent degrees from outside the US are also accepted. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. An admissions representative is available to assist interested applicants complete any portion of their application. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Readmission Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. The last day to receive approval for readmission to the university and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the university must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding the readmission process). Non-degree Students Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the university’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. Some graduate programs have additional requirements beyond those listed here. A bachelor’s degree is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States may need to submit a copy of a foreign credential evaluation from World Education Services (WES), a member of the National Association of Credential Evaluators (NACES), or an equivalent service that performs a foreign credit evaluation in order to confirm it is equivalent to a United States bachelor’s degree or greater. To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg University degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application and official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. 16 International Students Augsburg University graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: ● ● If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To fulfill Augsburg University’s Graduate Applicant English Language Proficiency Requirement, all applicants must provide evidence of a sufficient command of both written and spoken English. Non-native English language speakers may be exempt from this requirement and request a waiver based on the successful demonstration of one of the following (applicants may be asked to provide official documentation): ● ● ● Completion of a previous undergraduate or graduate degree at a college or university within the United States. Completion of a previous undergraduate or graduate degree at an English-speaking college or university in any country where English is the sole or dominant language. Completion of one academic year of transferable college level English courses (e.g.: English 101 and English 102) at a college or university within the United States, with equivalent grades of a B or higher. Outside of the waiverable exemptions listed above, prospective international graduate students may demonstrate English language proficiency through one of the following: ● ● ● Test of English as a Foreign Language (TOEFL) o Minimum score of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg University TOEFL code is 6014.) o Score of 8.5 or better on the TOEFL Essentials exam. International English Language Testing System (IELTS) o Score report of 6.5. Duolingo English Exam o Score of 105. Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here. Foreign Credential Evaluation (including transcripts from all institutions outside of the United States) Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: ● ● ● Analysis of credentials to determine if the degree is equivalent to a US bachelor’s degree Verification that the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. 17 ● ● ● Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. Augsburg may waive the foreign credential evaluation if an official transcript provides sufficient information to determine credit and degree equivalency. This includes but is not limited to students who have earned a Master's level degree or higher in the United States and those who have completed coursework as part of a study abroad experience. Non-degree seeking students may submit an unofficial transcript as part of their non-degree application. However, depending on the course of study, Augsburg may request an official transcript and foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance (F-1 Applicants Only) All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 18 Financing Your Education Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time. Exceptions exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details. Tuition and Fees ● ● ● ● ● ● ● ● ● ● Doctor of Nursing Practice (DNP) Doctor of Psychology (PSYD) Master of Arts in Nursing (MAN) Master’s-level Education (MAE/MAT) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $1,015 per 1.0 credit $1,220 per 1.0 credit + $40 per term program fee $813 per 1.0 credit $562 per 1.0 credit $814 per 1.0 credit $755 per 1.0 credit $758 per 1.0 credit $642 per 1.0 credit $934 per 1.0 credit $922 per 1.0 credit (effective Summer 2023-Spring 2024) Tuition Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via email. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. 19 Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The university cooperates with federal, state, church, and private agencies in providing various aid programs. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financial-aid/graduate-financial-aid/. Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. ● ● ● Federal Unsubsidized Direct Student Loan Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Graduate Loan Program (PLUS) 20 ● Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress ● ● ● Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the entire academic record. Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits. Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program (varies per program). Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. GPA Calculation Refer to the Evaluation and Grading section of this catalog. Minimum Credits Completed Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit is any credit with a grade of A to D-, or P. Credits earned and completed will include accepted transfer credits. Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been submitted when SAP is run will count against completion rate. Repeat courses are not counted towards the cumulative attempted credits. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any 21 form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be placed on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on Financial Aid Suspension and are no longer eligible for financial aid. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. 22 Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Financial Policy Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in the case of student loan funds administered by the university (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are 23 extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the university, the withdrawal date will be the last date of academic activity determined by the university. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. Unsubsidized Direct Loan 2. Direct Graduate PLUS Loans 3. TEACH Grant Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. 24 A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an email when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Due to Drug Offense A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. 25 A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: ● ● ● ● The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 26 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Services Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. 27 Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. International Student and Scholar Services (ISSS) ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status, as well as providing support for international students in adjusting to life in the U.S. and in achieving their academic goals. Examples of ISSS responsibilities include: ● ● ● ● Advising students in all areas related to F and J immigration regulations Advocating on policy matters affecting international students Advising the International Student Organization Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 28 Academic Policies and Procedures Academic Calendars All graduate programs meet on a semester calendar. The Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The university and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A university is a community of learners whose relationship relies on trust. Honesty is necessary for the functioning of the Augsburg University community. Academic dishonesty destroys the trust necessary to the functioning of this community and is, therefore, abhorred and prohibited. In its 1990 "Statement on Plagiarism," The American Association of University Professors (AAUP) Committee B on Professional Ethics notes that one form of academic dishonesty, plagiarism, "is theft of a special kind [in which] a fraud is committed upon the audience that believes those ideas and words originated with the deceiver. Plagiarism is not limited to the academic community but has perhaps its most pernicious effect in that setting. It is the antithesis of the honest labor that characterizes true scholarship and without which mutual trust and respect among scholars is impossible." It is, of course, necessary that academic dishonesty be defined so that all concerned will know their responsibilities. The following guidelines are intended to help define academic honesty policies and describe the process involved in assuring adherence to these policies. These policies and definitions are included in the Augsburg University Student Guide and the Augsburg University Faculty Handbook. Faculty members are encouraged to call attention to the policy in their syllabi and introductions to their courses and to note in their syllabi any specific concerns, additions, or penalties particular to their courses. Nevertheless, it remains the responsibility of students to have read and understood these definitions and policies. Students who do not understand these definitions and policies should seek assistance from their professors, Office of the Provost, Academic Deans, or Dean of Students. Definitions 1. Plagiarism. Plagiarism is probably the most common and obvious form of academic dishonesty. Plagiarism is defined in the Student’s Book of College English by Skwire and Chitwood (Encino California: Glencoe Publishing Co., 1975) as follows: Plagiarism is the use of facts, opinions, and language taken from another writer without acknowledgment. In its most sordid form, plagiarism is outright theft or cheating; a person has another person write the paper or simply steals a magazine article or section of a book and pretends to have produced a piece of original [work]. Far more common is plagiarism in dribs and drabs; a sentence here and there, a paragraph here and there. Unfortunately, small-time theft is still theft, and small-time plagiarism is still plagiarism. For your own safety and self-respect, remember the following rules - not guidelines, rules: a. The language in your paper [or oral presentation] must either be your own or a direct quote from the original author or source. If a direct quote, the original author or source must be properly cited. b. Changing a few words or phrases from another writer's work is not enough to make the writing “your own.” (See “a” above.) The writing is either your own or the other person's; there are no in-betweens. 29 c. Footnotes or citations acknowledge that the fact or opinion expressed comes from another source. If the language comes from another source, quotation marks are necessary in addition to a footnote or citation. Other methods of indicating use of a direct quotation such as indentation are acceptable if they are commonly recognized. d. A writer may not avoid a charge of plagiarism simply because the work from which material has been used is included in a citation somewhere in the writing. Each occurrence of the use of another person's work must be cited. 2. Other Forms of Academic Dishonesty. Other forms of academic dishonesty include the following: a. Using external assistance in the completion of course assignments and examinations unless such assistance has been specifically authorized by the instructor. Such activities as the use of "cheat sheets," looking at another student's answers during a test, and using unapproved resources are forbidden. Assistance requiring instructor authorization might include but is not limited to use of technology (e.g., a calculator, phone, the internet, forms of artificial intelligence), use of books or notes during an examination, using professionally prepared materials, or having another person make specific suggestions for changes and corrections on an assignment. It is, for example, acceptable for a reader to suggest that a paragraph is unclear or needs more detail; it is unacceptable to offer specific rewording or details for inclusion. Use of official University tutors or the Writing Lab for assistance is not ruled out by this section unless specifically forbidden by the instructor. b. Handing in material for course assignments that has been, in large part, used to meet requirements in other courses without gaining previous permission of the instructor. c. Presenting as one's own work what has been done wholly or in part by another person or a professional service without gaining the previous permission of the instructor. This prohibition includes but is not limited to allowing another person to conduct research or select written materials that will be used to complete an assignment, using a paper or assignment prepared by another student as an assignment in a previous course, using papers prepared by other individuals ( found on the internet or elsewhere) or generated through the use of artificial intelligence that may be submitted in whole or in part or used as the basis of a rewritten paper. d. Failing to acknowledge that work has been done collaboratively. It is dishonest to work with another student or several students on a single project that will be multiplied and turned in separately as if it were the work of each individual alone. e. All collaborators on a project must be explicitly identified. This prohibition is not intended to discourage appropriate collaborative work but to emphasize that collaboration must be acknowledged. f. Fabricating research in the completion of assignments. This prohibition includes but is not limited to entirely or partially fabricating scientific research results or inventing information or citations for use in completing assignments. g. Interfering with the work of another student. It constitutes academic dishonesty to hinder the work of another student by stealing, destroying, changing, or otherwise interfering with that student's accomplishment of academic assignments. This prohibition involves but is not limited to such things as stealing or mutilating library materials or other academic resources. h. Knowingly assisting another student to engage in academic dishonesty constitutes itself a form of academic dishonesty. Assisting in academic dishonesty includes but is not limited to such things as permitting another student to complete an assignment where such assistance is not authorized by the instructor, giving another access to a completed assignment which that student will submit as her or his own work, allowing another student to copy during an examination, or offering information to another during an examination. 30 Sanctions and Procedures 1. At the beginning of each course, professors will spend some class time explaining any areas of the Augsburg University Academic Honesty Policy which have particular relevance to a specific application in the course, or the policy will be detailed in the syllabus. It is assumed that students know and understand the Academic Honesty Policy. If you have questions, it is your responsibility to get information from the faculty member. Professors may or may not have you sign a statement acknowledging your understanding of the statement at one or more times during the term. The statement reads: I have read and understand the policies of Augsburg University regarding academic honesty. I understand how they apply to this course, and I pledge myself to abide by the policies and work to create an atmosphere of academic integrity on the campus. 2. A faculty member who makes a determination of academic dishonesty will meet privately with the student involved to discuss the charge and the penalty. This meeting is intended to give the student the opportunity to understand the reason for the determination and to learn from the experience. It is also intended to give the professor the opportunity to gain information that may be useful in understanding the student's behavior and in deciding upon the penalty. In the event that such behavior occurs after the completion of classes (e.g., a term paper handed in near the end of classes), the professor may notify the student in writing. 3. Even the first occurrence of academic dishonesty by a student may result in a severe penalty. The definitions above rather than any consideration of the student's intentions will be the determining factor in a judgment of academic dishonesty. Intention may be considered in determining the penalty. 4. Penalties imposed by the professor may include a "zero" or failing grade on the assignment or examination which involved the dishonesty, other academic penalties as outlined in the syllabus for the course or other statement of policies distributed by the professor, forced withdrawal from the course, or failure in the course. 5. Faculty members have a responsibility to inform the Provost’s Office in writing of a determination of academic dishonesty. This report will include the name of the student involved; a brief description of the event, including supporting documentation, such as a research paper with plagiarized passages; and a description of the penalty. This material will be kept on file in the Provost's Office under the student's name and the appropriate Academic Dean will be notified. It will not become part of a student's regular academic record and will not be released to anyone off campus. 6. If it has been determined that a student has violated the Academic Honesty Policy, the student may not drop or withdraw from the course. If a student drops or withdraws from a course before an academic honesty decision has been adjudicated, the course will be reinstated to allow for the decided disciplinary action to take place. 7. A single serious infringement of academic honesty or recurrent incidents of dishonesty may result in temporary or permanent dismissal from the University or withholding of the degree. Permanent dismissal may be notated on the student's transcript. Students may be asked to meet with the faculty member(s) involved, Dean of Students, Academic Dean, and/or Associate Provost to provide additional information about the incident. If a student fails to attend this meeting, a decision on penalties will be made without the student’s input. Such penalties will be determined by the Academic Dean and the Dean of Students. Appeals A student who thinks that a determination of academic dishonesty has been made incorrectly or that a penalty has been too severe may appeal the decision or the penalty. Ordinarily, the student will appeal first to the chair of the department in which the course is taught (or with the Division Chair if the Department Chair is also the instructor). If the issue is not resolved, the student may appeal to the appropriate Academic Dean by completing the General Student Concerns Form . Decisions made by the Academic Dean will be considered final. 31 Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed from traditional (A - F) to Pass/No Credit. Explanation of grades: Grade A AB+ B BC+ C CD+ D DF / FN P N Grade Points 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0.00 0.00 0.00 Description Failure Pass* No Pass *The letter equivalent of a P grade is a B / 3.0 or higher for graduate courses. Pass/No Pass Grades In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass grading system. Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve at least a grade of B. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact your instructor for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term (including summer) in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes an F. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being 32 maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol P S N V W I X IP R GRT L NG Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work Satisfactory No pass, no credit Audit, no credit Withdrawn Incomplete Extension, incomplete In progress Repeat Credit granted Required lab component (a credit-bearing grade was earned in the corresponding lecture course) Not graded, no credit 33 Final Grade Appeal Procedure Students are entitled to full and clear explanations of their grades. The instructor of each course has authority over all academic matters pertaining to that course, including (but not limited to) establishing requirements, assigning grades, and communicating the reasons for those grades to the student. A student who believes that a final course grade is incorrect or has been inappropriately influenced by nonacademic factors has the right to appeal that course grade. Ordinarily, the student will appeal first to the instructor; then, if the grievance is not resolved, to the chair of the department in which the course is taught. If a student does not feel comfortable approaching the faculty member directly, they may discuss their concerns and potential interest in appealing with the chair of the department (or with the Division Chair if they are uncomfortable with the Department Chair). If the grievance is not resolved, the student may appeal to the appropriate academic dean through the formal appeal process. To the extent possible, grade appeals should adhere to the timelines and steps detailed in the procedures below. Augsburg University is committed to addressing concerns about student grades fairly and without significant delay. Whenever possible, we hope that grade appeals can be resolved informally. As such, the informal appeal should be completed before moving to a formal appeal. Step 1: Informal Grade Appeal / Initial Consultation with Faculty Member The student should send an email to the instructor requesting an explanation of the grade within 5 business days of the posting deadline or the grade being posted (whichever is later). In submitting this request, the student should be as specific as possible about why the final grade is being questioned (e.g., inquiries about grades on specific assignments). The instructor should be prepared to discuss and show records relating to the disputed grade to both the course assignment(s) and grading scale as defined in the course syllabus. This disclosure should not include information pertaining to grades of other students in the course, unless it is done so in a way that other students cannot be identified (e.g., reporting in the aggregate). Under normal circumstances, the faculty member is expected to respond to student requests for information within 5 business days of receiving the request. If, after receiving the information, the student thinks that a complete or satisfactory explanation has not been provided, the student may gather information to support their grade appeal and, within 5 business days after the start of the following term (including summer terms), communicate with the instructor their specific concerns about the grade that has been submitted. If the instructor is not available to discuss the appeal, the student should contact the chair of the instructor’s department. The instructor determines if a grade change is warranted and will notify the student of the decision. If it is determined that a grade change is warranted, the instructor will submit the change, and explanation for the change, to the Registrar’s Office. It is expected that a decision will be made within 10 business days of the instructor receiving the grade appeal from the student. If the instructor determines that a grade change is not warranted or files a grade change that the student does not believe is appropriate, the student should consult with the chair of the department in which the course is offered. This should occur within 5 business days following the instructor’s notification of their decision to the student. If the instructor is the department chair, the student should contact the appropriate division chair. In the rare circumstance where the instructor is also the department chair and division chair, the student should move directly to the formal grade appeal process. The department chair (or division chair), in consultation with the student and instructor (if available) will determine if a grade change is warranted. If so, the department chair will submit a grade change, and explanation for the change, to the Registrar’s Office. If the division chair is hearing the appeal and determines that a change is warranted they will submit a recommendation and rationale to the dean. The dean will then submit a grade change and explanation to the Registrar’s Office. If the student is not satisfied with the resolution of the appeal, they can move to the formal grade appeal. 34 Step 2: Formal Grade Appeal / Consultation with Dean Within 5 business days of completing the informal appeal process, the student should complete the Formal Grade Appeal Form and submit it to the Assistant Provost and Vice President of Student Experience and Success (Office of Academic Affairs). The Form will be forwarded to the appropriate dean for consideration. The formal grade appeal should clearly detail the appeal, include a summary of the informal appeal process, and include materials/documentation to support the appeal. After reviewing the formal grade appeal, the dean may seek additional information by communicating with the student, instructor, and/or department/division chair. The dean will then determine if a change is warranted. If the dean determines that a change is warranted, they will notify the instructor and submit the grade change to the Registrar’s Office along with an explanation for the change. Typically, the dean will only change a grade to P, NP, or W. If the dean determines that a change is not warranted they may end the appeal process. It is expected that the formal grade appeal process will conclude within 15 business days. Other processes exist for petitioning for retroactive or late withdrawals and petitioning to change a traditional grading option to a P/NP. In addition, when personal matters such as illness or family emergencies interfere with a student’s ability to complete a course, the student may file a request for an incomplete. These processes are managed by the Registrar and the Student Standing Committee. Student/Faculty grievances that do not specifically pertain to a final grade should be pursued through the Discrimination and Bias Incident Reporting Process. Additional University policies and procedures that do not fall within the scope of this appeal procedure are the Sexual Misconduct Policy, the Standards of Conduct Accountability Process, and the Student Standing Committee. Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of an emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the university and program. Students who are readmitted may need to complete additional coursework 35 and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the university, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the university and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: ● ● ● Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg University. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the PsyD student manual for the Academic Warning and Reasons for Dismissal Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the university. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the university’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was 36 received by the Dean of Professional Studies’ office. The Dean of Professional Studies will send a copy of the program’s response to the student. The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Clinical Psychology, Creative Writing, Education, Leadership, Music Therapy, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study Registration form is required. Term Off Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. Augsburg considers credit from colleges and universities accredited by institutional accrediting agencies historically known as regional accreditors. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is: ● ● ● ● ● ● ● Master of Arts in Education (6) Master of Arts in Teaching (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) 37 ● ● ● ● Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Doctor of Psychology (30) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of credits that would have been earned had the equivalent course(s) been completed at Augsburg. Transferred coursework with Augsburg equivalents is captured on the Transfer Evaluation and the degree audit, both of which are accessed from Records and Registration. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. Graduation Requirements See the applicable program section of this catalog for the program’s graduation requirements. The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should regularly review their degree audits and follow up with their program advisor about any questions or concerns. Students should consult their degree audits when preparing for registration. Program advisors are available to assist with registration planning. Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what 38 makes the student eligible for commencement ceremony communications and the conferral of their degree upon program completion. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for their degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate. Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony selected on the Intent to Graduation application. Diploma Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion of their last requirement. This mailing will be sent to the address that displays in their Records & Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s Office. Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or major(s) completed. Augsburg offers the following graduate degrees: Master of Arts, Master of Business Administration, Master of Fine Arts, Master of Music Therapy, Master of Science, Master of Social Work, Doctor of Nursing Practice, and Doctor of Psychology. Religious Holiday Policy As an academic community, Augsburg University embraces the Network of ELCA Colleges & Universities’ (NECU) mission to be “rooted” and “open” so that all may flourish. This necessitates that we regularly reassess the familiar and consider new options. A community of caring mentors and colleagues makes possible each student’s intellectual growth, personal maturation, and vocational discernment. The following policy and procedure for the observance of recognized holy days is consistent with the university’s mission. Overview In recognition that observance of recognized religious holidays may affect students’ classroom attendance and the submission of graded work in courses, Augsburg University accommodates religious observances and holidays of diverse religious traditions. This policy reflects the university’s commitment to being responsive to our students’ diverse religious beliefs and to encourage students’ spiritual development. In accordance with the policy, students who miss class to observe a religious holiday are required to make prior arrangements with individual instructors for how any work missed during an absence will be completed. Absence from class due to observance of a religious holiday is normally excused according to university policy; however, students are expected to make up the work they miss, and the University understands that there may be extenuating circumstances, specific to a particular course, that make it difficult or impossible for a faculty member to grant such a request. Faculty are encouraged to consider recognized religious holidays when establishing course deadlines and assigning course work and to support students in their religious practices by observing this policy. To support faculty in accommodating the religious practices and commitments of our students, Augsburg has established procedures to be 39 followed by students: students are responsible for notifying their instructors of a planned absence due to an observance and/or holiday. Procedure The religious holiday observance notification procedure is based on the assumption and expectation that students will act in accordance with the University’s Standards of Conduct. The procedure and subsequent guidelines for students missing class to observe religious holidays are as follows: ● Students are expected to formally notify their instructors at least two weeks in advance that they will miss class in order to observe a religious holiday. Students are to complete the Religious Observance Notification Form. ● The Religious Observance Notification Form must be submitted online. It is routed to the faculty member faculty member and the University Pastors in the Campus Ministry Office. Should either of these parties raise questions about the request, they will contact the student or the faculty member’s academic dean. ● This procedure can only be used to notify an instructor of an absence from class necessitated by observance on a religious holiday. ● Students are required to make prior arrangements with individual instructors for completion of any work missed during an absence. ● Students are encouraged to file their Religious Observance Notification Form as early in the semester or term as possible, but must submit it no later than two weeks prior to the religious holiday to ensure that instructors make every effort to accommodate the request. Instructors have no obligation to honor requests made within two weeks of a planned absence as a result of a religious holiday. Absences may be considered “unexcused” if the form is not filed in accordance with this provision. ● If a student has a question regarding the Religious Holiday Observance Policy, they should contact Babette Chatman, University Pastor, Director of Campus Ministry or John Schwehn, University Pastor. ● Students may wish to consult with the Vice President of Equity and Inclusion or the faculty member’s academic dean if an instructor is unable or unwilling to grant their request. Working with Instructors Because students are required to make prior arrangements with individual instructors for completion of any work missed during an absence and instructors may want to use the same exercise that the rest of the class has completed, students are obligated to avoid obtaining any information about that graded exercise that would give an unfair advantage over other students taking the course. In the event that a religious holiday should fall during exam week, students should contact their instructor during the first week of the course to make sure a work around is possible. If one is not possible, or there is a special circumstance like a performance or a concert that cannot be made up, the student may be advised to take that specific course during a different semester. 40 Doctor of Psychology (PsyD) The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train students in the major aspects of clinical practice. To help ensure that students are prepared adequately, the curriculum integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and roles. The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be in psychology, some psychology courses are required (as foundation courses), and some experience in psychological services is desirable. The PsyD program uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all graduate students. Some of these required courses cover the major theories of historical and modern psychology and their application in current practice; the stages of the developmental process, and the basis for behavior; psychopathology; and a series of courses dealing with the administration and interpretation of various forms of assessment, basic intervention skills and various theory and therapy approaches. Students are also required to participate in two years of practicum field experience in assessment and psychotherapy and the seminar that accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the doctoral degree. Included among the basic objectives of the PsyD program are the following: ● ● ● ● ● Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an individual, family, or group basis Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into their clinical approach Assisting practitioners to assume leadership positions within the healthcare delivery system Training psychologists to work with professionals from other disciplines as part of an effectively functioning healthcare team Preparing practitioners to evaluate and use clinical research applications of psychology Program Aims and Competencies The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and supervision. Interpersonal and multicultural competency are foundational elements of our program. 41 Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical psychology. In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology. Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation, assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework requirements for licensure as a psychologist in the state of Minnesota. Program Competencies The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology program. 1. Students will demonstrate competency in research, including knowledge of research and quantitative methods as well as psychometrics 2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical manner 3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical and empirical knowledge base and the ability to apply it 4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and an openness to supervision and feedback 5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains 6. Students will demonstrate effective interpersonal skills in professional interactions and relationships 7. Students will demonstrate competency in assessment, including the ability to administer and interpret psychological tests and apply knowledge of strengths and psychopathology to the assessment process 8. Students will demonstrate competency in intervention, including developing and applying evidence-based treatment plans, and evaluating treatment effectiveness 9. Students will evidence knowledge of supervision models and practices 10. Students will evidence knowledge of consultation models and practices, and demonstrate interprofessional/interdisciplinary skills 11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive, developmental, and social aspects of behavior; and the history and systems of psychology Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree program is accredited, inactive by the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the Augsburg University/Argosy Teach-out accredited, inactive program. Effective December 8, 2021, the program is also APA-accredited on contingency for non-teachout, non-Argosy University students in the Clinical Psychology PsyD program. The Program is accredited, on contingency, through the following date: December 8, 2026. Questions related to the program’s APA accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE, Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. Matriculation through the 42 PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national licensure examination and to meet licensure requirements in the state of Minnesota. Licensure requirements and standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to examine the requirements of the specific state in which they plan to practice. State licensure requirements may be obtained from: Association of State and Provincial Psychology Boards P.O. Box 4389 Montgomery, Alabama 36103 332.832.4580 www.asppb.org Academic Requirements and Policies Graduation Requirements Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be responsible for completing the program requirements that are in effect at the time of their admission. The school retains the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible for graduation, students must meet the following requirements. ● ● ● ● ● ● ● ● The satisfactory completion of 98 semester credit hours. The total credit hours must include: o 69 credit hours of core courses o 2 credit hours of Professionalization Group o 12 credit hours (two years) of practicum and practicum seminar groups o A minimum of 9 credit hours of general electives o 6 credit hours of Clinical Research Project Successful completion of the Comprehensive Examination no later than the beginning of the fifth year Successful completion of all sections of the Clinical Competency Evaluation (CCE) Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months GPA of at least 3.00 (B average) Completion of these requirements within seven years of matriculation into the program A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar. The Clinical Research Project is approved by all committee members as final, and submitted and accepted into IDUN. All courses other than electives are considered core courses. Students are required to retake a core course if they receive a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or better. The date of graduation listed on your transcript will be the university’s set conferral date following either (1) completion of internship, or (2) completion of the Clinical Research Project, whichever is later. Additional Requirements for Academic Progress for the PsyD Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete the program within seven years after matriculation, with the required practica typically completed by the end of the fourth year. Students are required to be in full-time residence in the program for a minimum of one academic year of pre-internship enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including two years of practicum training that typically occurs during the second and the third academic years. Students typically maintain full-time enrollment in the program until all course requirements have been completed. Continuous registration in the program is typical for all students prior to internship. 43 Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a short period of time. Additional requirements for academic progress are described in the PsyD Program Student Handbook. Clinical Training Overview Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical training, Clinical Psychology program students are expected to possess effective assessment and intervention skills, demonstrate cultural competence, relational competence, and practice in an ethical manner. During their clinical training, students advance through progressively challenging levels of training. At each level, a student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate competency in specific clinical tasks. Practicum and Practicum Seminar Requirements Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum Seminar eligibility and requirements may be found in the PsyD Program Student Handbook. Clinical Competency Evaluation (CCE) Requirements The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and clinical practice. Detailed requirements for the CCE are contained in the PsyD Program Student Handbook. Comprehensive Examination Requirements Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical psychologist. The Comprehensive Examination covers material from required courses and training activities during the first three years of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the PsyD Program Student Handbook. Clinical Research Project Requirements The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a committee of faculty members who will review the material and make recommendations and suggestions. Detailed requirements for completing the Clinical Research Project are found in the CRP Manual section of the PsyD Program Student Handbook. Internship Requirements The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD coursework is finished. All students applying for internship are required to fully participate in the national matching process through the Association of Psychology Postdoctoral and Internship Centers (APPIC; www.appic.org). APPIC 44 matches graduate students with intern training sites. Students are required to apply to a minimum of 15 APA Accredited internship match sites (unless an exception is approved by the Director of Training). The Director and Associate Director of Clinical Training help students identify appropriate locations to apply for internship and prepare the documentation necessary for internship application. During the course of the internship, the Training Department continues to monitor the progress of the student and maintain contact with the student and his or her supervisor. While an internship may be a paid position, the internship site may not be the student’s regular or prior place of employment. The internship must be completed within the overall seven-year time limit for completing the doctoral degree program. Internships normally require a full-time commitment for 12 months. A student may not apply for an internship without the approval of the Director of Training. All internship application materials must be approved by the Director of Training. Detailed requirements for internship are described in the PsyD Program Student Handbook. Additional Academic Standards and Student Evaluation Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional, psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required to conform to ethical standards which govern the behavior of professional psychologists. Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD Program) Students who have completed graduate coursework at another institution may petition the program director(s) for transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses). Detailed information about eligibility for transferring courses is contained in the PsyD Program Student Handbook. Students are strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. For teachout students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will generally be transferred to Augsburg in full, provided grade minimum and other course requirements were met. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do not count towards the total number of transfer credits allowed when transferring to Augsburg from an institution other than Argosy’s PsyD Clinical Psychology program. Criteria for Academic Warning and Program Dismissal The PsyD Program Student Handbook lists reasons for and criteria under which students may receive an academic warning or be dismissed from the PsyD programs. Residency Requirements PsyD students are required to complete a minimum of three full-time academic years of graduate study (or the equivalent thereof) and completion of an internship prior to being awarded the degree. At least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof). Attendance Policy The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director. More than two absences in a class can be grounds for not passing that class; students should notify faculty of any anticipated absences. 45 Criteria for Enrollment Load Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the following conditions apply: ● ● ● ● ● The student is registered in at least six credits during a semester. The student is registered in at least 3 credits and is also concurrently enrolled in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) or Advanced Practicum (PRP831 or 832). The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also concurrently enrolled in Advanced Practicum (PRP831 or 832). The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also concurrently enrolled in a half time internship (PRP890 or 891). The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the following conditions apply: ● ● ● ● The student is registered in at least three credits during a semester. The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859). The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum (PRP831 or 832). The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or PRP891, Predoctoral Internship. Admission to PsyD Requirements ● ● ● ● ● ● Bachelor’s degree from an accredited institution or an appropriately certified foreign institution Undergraduate degree grade point average of at least 3.0 (on a scale of 4.0) -orGraduate grade point average of 3.25 (on a scale of 4.0) To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. See the Admission section of this catalog for information about English language proficiency requirements. Completion of an interview with a member of the program Admissions Committee. An admissions representative is available to help interested applicants complete the following required documentation: o Completed Application for Admission Form o Admission Application Fee through PSYCAS (see information about PSYCAS below) o Personal/professional goal statement with a self-appraisal of qualifications for the profession o Current Curriculum Vitae (CV) or resume (or career summary) o Three completed Applicant Recommendation Forms o Official transcripts from all post-secondary schools attended On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions committee, and approved by the Program Director. Foundation Courses The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “B-” or better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of 46 these courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three courses are required: ● ● ● Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or Masters degree in Psychology) Abnormal psychology, psychopathology, or maladaptive behavior Statistics or research methods Two additional courses in the field of psychology must also be completed. Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree program. Application Process Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in the application: https://psycas.liaisoncas.com/. Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however, there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the admissions process, an additional fee is charged for each additional application. Non-Degree-Seeking Students in the PsyD Program The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed all course prerequisites. Committee Decisions All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions are final and are not subject to appeal. Clinical Psychology Faculty Sarah Addicks (2022). Associate Director of Training and Assistant Professor of Clinical Psychology. BA, New York University. MS, MPH, Ph.D., West Virginia University. Marcia Bennett (2019). Associate Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Margit Berman (2019). Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Laurie Helgoe (2023). Associate Professor of Clinical Psychology. BA, Gustavus Adolphus College; PhD, University of Nevada-Reno. Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD, West Virginia University. Abigail Hughes-Scalise (2020). Program Director and Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA, PhD, Case Western Reserve University. James Theisen (2020). Director of Training and Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA, PhD, Fuller Graduate School of Psychology. 47 Master of Arts in Teaching (MAT) The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who already possess a teaching license who are interested in a second license should look at the MAE program. Our program is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and graduate courses. We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special Education, English as a Second Language. MAT with a concentration in Elementary Education 33 Graduate Credit Hours / 78 Total Credit Hours 100 Out of Class Field Hours Required This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/Minnesota American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EDC 580 - School and Society (3 CH) ● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● EED 550 - K-6 Methods: Math (3 CH) ● EED 560 - K-6 Methods: Science (3 CH) ● EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature One of EDC 481 or EDC 482 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement EED 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Please see the Field Experience section for more information. MAT with a concentration in Secondary Education 30 Graduate Credit Hours / 68 – 107 Total Credit Hours** 48 100 Out of Class Field Experience Hours Required K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5-12 prepare teachers to teach at the middle and high school levels. K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts 5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies 9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts, Visual Arts, Health, Music, and Physical Education. A 5-8 general science license is also available. **Total Credit Hours vary depending on content area and the addition of a middle school endorsement. Program Requirements Please note that additional courses in content area may also be required. ● ● ● ● ● ● ● ● ● EDC 511 - Tools of Inquiry (3 CH) EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EDC 580 - School and Society (3 CH) ESE 525 - Creating Learning Environments (3 CH) ESE 500 - Reading and Writing in Content Area* (3 CH) EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* One of EDC 481, EDC 482, or EDC 483 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 482 - Student Teaching: Endorsement o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better. Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific undergraduate coursework will be required in order for the license to be attained. MAT with a concentration in Special Education 48 Graduate Credit Hours / 73 Total Credit Hours 190 Field Experience Hours The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12 teaching license. This program qualifies students to teach in special education programs and positions working with 49 students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/Minnesota American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● EED 550 - K–6 Methods: Math* (3 CH) ● EED 560 - K–6 Methods: Science* (3 CH) ● SPE 510 - Implementing Assessment Strategies* (3 CH) ● SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH) ● SPE 515 - Theory to Practice* (3 CH) ● SPE 525 - Transition and Community* (3 CH) ● SPE 530 - Instructional and Behavioral Practices* (3 CH) ● SPE 540 - Parent and Professional Planning (3 CH) ● EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. MAT with a concentration in English as a Second Language (ESL) 36 Graduate Credit Hours / 69 Total Credit Hours 110 Field Experience Hours The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. Program Requirements ● EDC 511 - Tools of Inquiry (3 CH) ● EDC 502 - Critical Histories and Philosophies of Education* (3 CH) ● EDC 566 - Diversity/MN American Indians (3 CH) ● EDC 533 - Learning and Development in an Educational Setting (3 CH) ● EDC 544 - Learners with Special Needs* (3 CH) ● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ● ESE 525 - Creating Learning Environments* (3 CH) ● ESL 510 - History and Structure of the English Language (3 CH) ● ESL 520 - ESL Literacy* (3 CH) 50 ● ● ● ESL 530 - Language, Culture, and Schools (3 CH) ESL 540 - ESL Methods* (3 CH) EDC 596 - Early Career Teacher Seminar (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: ● ● ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar *This course has a field experience requirement. Field Experience An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Graduate Elective Courses Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission to MAT Admission Requirements Students admitted into the MAT licensure and degree programs must have: ● ● Bachelor’s degree from an accredited four-year institution or an appropriately certified foreign institution. Cumulative grade point average of 2.5 or higher. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. o Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. 51 Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. When graduate coursework is met with a course exception, additional graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH. Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. Acceptance into the MAT Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of courses. MAT in Rochester The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Cumulative GPA Requirement To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg 52 Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Master of Arts in Education (MAE) For those interested in developing their professional capacity, taking graduate coursework in educational studies, or obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively and to nurture healthy change within schools, school systems and society. 53 Program Requirements 30 Graduate Credit Hours The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world. This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context, integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and self-politicization, understanding of different experiences and interactions with broken systems, and articulations of alternative ways of knowing and organizing our social relationships. Required Core Courses (9 CH) EDC 511 – Tools of Inquiry (3 CH) EDC 560 – Issues In/equity (3 CH) EDC 571 – Navigating Change in Education (3 CH) Concentration Coursework (12 CH) *Note: Concentration Coursework may consist of any education coursework. The following concentrations are recommended clusters of courses. Culture & Curriculum Concentration Options EDC 552 - Culturally Responsive Pedagogy (3 CH) EDC 5xx - Paideia Theory, Research, and Practice (3 CH) EDC 512 - Foundations of Curriculum and Instruction (3 CH) EDC 5xx - Out of School Pedagogies (3 CH) EDC 5xx - Education Policy and Advocacy EDC 566 - Diversity/MN American Indians (3 CH) EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH) ESE 500 - Reading and Writing in the Content Area (3 CH) ESL 530 - Language, Culture and Schools (3 CH) SPE 530 - Instructional and Behavioral Practices (3 CH) SPE 510 - Implementing Assessment Strategies (3 CH) Community Engaged Learning Concentration Options EDC 552 - Culturally Responsive Pedagogy (3 CH) EDC 512 - Foundations of Curriculum and Instruction (3 CH) EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH) EDC 541 - Experiential Education EDC 542 - Outdoor Education ESL 530 - Language, Culture, and Schools (3 CH) SPE 525 - Transition and Community (3 CH) SPE 540 - Parent and Professional Planning (3 CH) Elective Coursework Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from other graduate programs at Augsburg or from Education coursework. They may also be taken as professional 54 development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education office or consult the Handbook for more information about these opportunities. Additional Degree Requirements Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the Thesis Completion section below for details about doing a thesis in the MAE program. MAE Inquiry Project Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry project. An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in nature. The inquiry project is a contextualized project designed by graduate students that facilitates: • • professional development within the context of a discipline. participation in and contribution to our broader communities. Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance of presenting problems and societal issues, so that students can apply what they learn to their work in the world. The inquiry project is left to be intentionally open so that graduate students may design school or community based projects that are relevant to the context in which they work. This allows graduate students to explore a compelling project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes. The form and content of the project will be proposed by the graduate students and guided within the content of one graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student either alone or in collaboration with faculty, other graduate students, or community members. Support for Students After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards developing an inquiry project. For students who require additional support in developing their projects, they may be advised toward particular coursework to better prepare their project work. Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop or hone their project if they are unable to complete it during the course in which they have elected to complete the Inquiry Project. Perin, D. (2011). Facilitating Student Learning Through Contextualization. Community College Research Center, Working Paper No. 29: New York, NY Columbia University. MAE with an additional teaching license For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the undergraduate level may be required to satisfy state licensure requirements. 55 When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach the required minimum of 30 Graduate Credit Hours. This additional coursework may be any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the degree. MAE: Additional License in English as a Second Language (ESL) 110 Field Experience Hours EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/MN American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) ESE 525 - Creating Learning Environments* (3 CH) ESL 510 - History and Structure of the English Language (3 CH) ESL 520 - ESL Literacy* (3 CH) ESL 530 - Language, Culture, and Schools (3 CH) ESL 540 - ESL Methods* (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation *This course has a field experience requirement. MAE: Additional License in Special Education 190 Field Experience Hours EDC 502 - Critical Histories and Philosophies of Education* (3 CH) EDC 566 - Diversity/Minnesota American Indians (3 CH) EDC 533 - Learning and Development in an Educational Setting (3 CH) EDC 544 - Learners with Special Needs* (3 CH) EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH) EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH) EED 550 - K–6 Methods: Math* (3 CH) EED 560 - K–6 Methods: Science* (3 CH) SPE 510 - Implementing Assessment Strategies* (3 CH) SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH) SPE 515 - Theory to Practice* (3 CH) SPE 525 - Transition and Community* (3 CH) SPE 530 - Instructional and Behavioral Practices* (3 CH) SPE 540 - Parent and Professional Planning (3 CH) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I 56 EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement *Field experience required as part of this course. Elective Coursework Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective. Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in transfer. Admission Requirements Students admitted into the MAE programs must have: ● ● A Bachelor’s degree from an accredited four-year institution Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg cumulative GPA over their first two terms, they may be dismissed from the graduate program. Application Checklist The following items must be sent to the Augsburg Office of Admissions: ● ● ● Completed application form – augsburg.edu/gpe/ Official academic transcripts from the Bachelor’s degree granting institution. Additional transcripts will be requested to review relevant coursework that could be used to fulfill education licensure coursework. A student may request to have transcripts waived but this could extend the length of study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Course Exceptions and Graduate Course Transfer Credit Some coursework required for licensure may be met through a course exception granted upon admission to the program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission process. Some content area courses for secondary education students are evaluated by the content area department. This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be required in a secondary content area. Should a graduate level course be met through course exception, those graduate credit hours may need to be made up through the use of a graduate elective. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more than six (6) graduate credit hours from another institution. 57 Acceptance into the MAE Program Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate Director. MAE in Rochester The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Academic Policies Thesis Completion Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to complete a thesis for the MAE will go through the following process: 1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement within their first 12 credit hours. a. Problem Statement Form b. Committee Recommendation Form 2. Enroll in concentration/elective coursework based on guidance from thesis advisor 3. Enroll in Thesis Hours (3 CH) at the end of the program. This counts against Elective Coursework. 4. Thesis Defense - Results in Pass/No Pass for Thesis Hours. Cumulative GPA Requirement To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA. Graduation and Licensure/ Endorsement Requirements A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Dismissal from Licensure and Degree Program Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in the MAE program (without a license). Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are automatically withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission form through the Registrar’s Office. Field Experience Some education coursework requires field experience. Courses with field experience contain a minimum requirement of 20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you 58 may be able to complete your field experience in your own classroom. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Students who are not seeking a second license may be able to petition to waive or modify the field experience requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the Academic Policies below. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Licensure Tests Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in pedagogy and content area knowledge. Program Petition Process A student may petition to amend program requirements by written petition to the Graduate Program Director. Please note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for information regarding the petition process. Accreditation and Approvals Augsburg University Teacher Education programs are approved by: ● Minnesota Professional Educator Licensing and Standards Board (PELSB) Augsburg University is accredited by the Higher Learning Commission. Credit Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule of Classes The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. Our Faculty Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of Minnesota. 59 Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD, University of Minnesota. Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota. Jason Michael Lukasik, Associate Professor of Education and Program Director, MA in Teaching, MA in Education. BA, MEd, PhD. University of Illinois at Chicago. 60 Master of Arts in Leadership MA in Leadership Mission Leadership Development at Augsburg University At the core of the Augsburg Master of Arts in Leadership is a view of leadership as an interactive process between leaders and followers working together to accomplish desired outcomes. The MAL program explores both the nature and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is designed to help individuals formulate and communicate a shared vision, navigate changing environments, understand the impact of cultural competence on leaders and followers, and enhance self-awareness and the capacity to be reflective practitioners. Program Learning Outcomes Graduates should be able to: ● ● ● ● ● ● Identify and analyze multiple theories of leadership in dynamic organizational and community settings; Analyze and navigate complex changing environments in which leaders and followers function; Enhance the capacity to be reflective practitioners; Develop a personal understanding of one’s philosophy of leadership; Articulate an understanding of cultural competence and its impact on effective leadership and followership; and Formulate and communicate a shared vision to inspire achieving desired goals. Curriculum Foundational Courses The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required courses are intended to lay a consistent foundation for the program: ML 505 – Foundations of Leadership Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and weaknesses in contexts. ML 514 – Evaluating Empirical Research Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative research. ML 560 – Cultural Competence and Effective Leadership Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts. Requisite Courses Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and Organizational and Community Context. Personal Growth and Interpersonal Dynamics Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to successfully work with a wide range of individuals at varying levels of an organization. Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills in interactions with peers and instructors that reflect understanding of leader follower dynamics. 61 ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 538 - Communication Skills for Leadership ML 548 - Coaching and Consulting ML 575 - Constructive Conflict Resolution Or a department-approved substitute Organizational and Community Context Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well as the environment that surrounds them in order to operate effectively. Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership. Incorporate these contexts in their analysis and evaluation of leaders and leadership. ML 512 - Leadership in the Community ML 531 - Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change Or a department-approved substitute Elective Courses The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5 elective courses that focus on their own professional development. Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus. ML 511 - Creativity and the Problem-Solving Process ML 530 - Ethics in Communication ML 545 - Decision Making and Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Central American Experience ML 598 - Independent Study ML 599 - Topics Integrative Course This seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. ML 585 - Leadership Capstone: Integrating Theory and Practice MBA/MA in Leadership Dual Degree The dual degree program gives students the benefits of studying business administration and leadership in a coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an organization, preparing them to thrive in today’s interconnected world. 62 Admission to the Dual Degree Program Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year. As the student approaches degree completion in their home program, the student will submit an application for their second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second program. Master of Arts in Leadership Home Primary Program: MA in Leadership 11 courses Students take the following leadership courses to complete the Master of Arts in Leadership degree: ● ● ● ● ● ● ● ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete ML 535 from requisite category 2: Organizational and Community Context o ML 535 - Organization Theory and Leadership Elective courses - select five additional Master of Arts in Leadership electives ML 585 - Leadership Capstone: Integrating Theory and Practice Secondary Program: Master of Business Administration 8 course required; 2 additional courses optional for a concentration area Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program. The student will then take these MBA courses to receive their MBA degree: ● ● ● ● ● ● ● ● MBA 570 - Quantitative Decision-Making for Managers MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 580 - Management Consulting Project Concentration Areas (optional; choose one concentration and take both courses) ● ● ● Data Analytics o MBA 572 - Data Programming o MBA 573 - Predictive Analytics Entrepreneurship concentration o MBA 596 - Managing Innovation o MBA 583 - Entrepreneurship: Execution, Planning and Strategy Finance concentration o MBA 535 - International Finance o MBA 532 - Investment Theory and Portfolio Management 63 Master of Business Administration Home 14 courses required Primary Program: Master of Business Administration Students take the following courses to complete the Master of Business Administration degree: ● ● ● ● ● ● ● ● ● ● ● ● ● MBA 592 - Leadership: Ethics, Vision, and Transformation MBA 545 - Organizational Behavior MBA 570 - Quantitative Decision-Making for Managers MBA 540 - Business and Professional Ethics MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers MBA 510 - Applied Managerial Economics MBA 530 - Managerial Finance MBA 595 - Strategic Management MBA 550 - Marketing Management MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Complete one of the following concentrations: o Data Analytics concentration: MBA 572 and MBA 573 o Entrepreneurship concentration: MBA 596 and MBA 583 o Finance concentration: MBA 535 and MBA 532 o Leadership concentration: Two ML electives Secondary Program: MA in Leadership 5-7 courses required Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied toward the MA in Leadership requirements. ● ● ● ● ● ● ML 514 - Evaluating Empirical Research ML 560 - Cultural Competence and Effective Leadership Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics o ML 520 - Self-Identity and Values: Keys to Authentic Leadership o ML 538 - Communication Skills for Leadership o ML 548 - Coaching and Consulting o ML 575 - Constructive Conflict Resolution Complete one course from requisite category 2: Organizational and Community Context o ML 512 - Leadership in the Community o ML 531 - Dynamics of Change o ML 536 - Facilitating Organizational Change Elective courses - select two Master of Arts in Leadership elective courses ML 585 - Leadership Capstone: Integrating Theory and Practice Earning the dual degree during or after the MBA or MA in Leadership program Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional degree to their existing degree by completing the same requirements listed; Director’s approval is required. Returning students must complete an application form. Upon entering the MBA program, online quantitative skills modules are required in five areas and must be completed before beginning the quantitative courses: 64 • • • • • Statistics Excel Spreadsheets Accounting Economics Finance These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge for the MBA quantitative coursework. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505. Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree. Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/ MA in Leadership Program Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s writing in an academic paper GPA of at least 3.30 Interview with the Director of the MA in Leadership program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership program. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies Admission Requirements Applicants to the program must have: ● Bachelor’s degree from an accredited, four-year college or university, or an appropriately certified foreign institution. 65 ● ● Minimum cumulative undergraduate grade point average of 3.0 or a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, admission may be possible as decided on a case-by-case basis. Two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential is preferred. Application Checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● Completed application form A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Two letters of recommendation preferred Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Résumé For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585. In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the final projects successfully completed. A student registered for a final course may, with the approval of the program director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Class Attendance Policy The nature of leadership development requires interpersonal engagement. Communication and interaction are an important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in 66 Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content. Given the limited number of meeting times in both formats, our expectation is that students will be present at all class meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis. Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being present in a class will mean that part of the course’s requirements cannot be met. If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final decision will be made by the individual faculty member based on a discussion with the student and the student’s overall performance in the class. MA in Leadership Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. Accreditation and Affiliation Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. Master of Arts in Leadership Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota. Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine University. 67 Thomas Morgan, Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita, Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor Emerita, Sociology. AB, Connecticut College; PhD, Yale University. Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. 68 Master of Arts in Nursing A master’s degree in nursing focuses on health in community life and in health care systems, both locally and globally, and supports students to envision new models of care across practice settings. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the health care system and in emerging care settings in communities. Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Program Goals Graduates of the Master of Art in Nursing Program are prepared to: ● ● ● Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying nursing research and theory in advanced nursing practice and leadership roles. Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further graduate study. Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth, lifelong learning, leadership, and vocation of professional service in a global society. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 credits per semester) or part-time (4 credits per semester). Time to degree completion takes an average 24 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on inter-professional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students 69 to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Research, and Practice Seminar (3 semester credits) NUR 523P - Practicum: Theory, Research, and Practice Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theory-guided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Research, and Practice Seminar (3 semester credits) NUR 523P – Practicum: Theory, Research, and Practice (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in 70 practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Health Commons in Cedar-Riverside A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Applicants to the Master of Arts in Nursing program must have: ● ● ● ● ● An earned Bachelor’s degree in nursing from an accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse A current, unencumbered nursing license A college level statistics course is required for progression in the program, but is not necessary for admission Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Application components: ● ● ● ● A written statement describing professional and educational goals Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o The Program Director may ask for additional transcripts if determined to be necessary. Two letters of recommendation preferred Current resume Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) 71 Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday, Tuesday, or Thursday evening from 4:30pm to 8:30pm. Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica options will vary for each course with choices of either independent practica or faculty-led practica. Accreditation and Affiliations The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and Health Commons at Cedar-Riverside. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN programs. 72 Staff Colleen Hagerman, Nursing Programs Coordinator. 73 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to: ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar, and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One didactic course equals three semester credits. The DNP courses (NUR 800 level) are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to meet the needs of working adults. Synchronous classes typically meet for four or five hours once a month. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows: 74 ● ● ● 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their DNP program. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day practicum immerses students in ways of knowing of the Lakota people and students spend time at Custer State Park, South Dakota. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala; Mexico; Namibia; Pine Ridge, SD; and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Seminars Seminars focus on integration of conceptual learning with field practice and developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree. Final DNP Project Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP-TCN Applicants to the Doctor of Nursing Practice TCN program must have: ● ● ● ● An earned master’s degree in nursing from an accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: ● ● ● ● A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health is Membership.” Applicants must submit an official transcript(s) from each institution where a degree was earned, as well as from the most recently attended institution, if not the same. o The Program Director may ask for additional transcripts if determined to be necessary. Three professional references Personal interview with Augsburg Nursing faculty 75 The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies. Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-director of the BSN Program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs. Staff Colleen Hagerman, Nursing Programs Coordinator. 76 Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to: ● ● ● ● ● Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Integrate scientific evidence based guidelines into clinical practice. Program Structure The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses in the FNP program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours. Didactic A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical skills labs, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500-level courses consist of six hybrid, synchronous and asynchronous classes a semester - four hours of class time, using zoom technology. In addition to the didactic course, students take a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of synchronous and asynchronous modalities with varying times of four to eight hours. One course is offered in an immersion format of four days of class per semester. The FNP courses (final two years of study) are offered primarily on Monday, Tuesday, Wednesday or Friday, approximately six times a semester for four to five hours in a hybrid format, using zoom technology, synchronous and asynchronous as well as some face to face classes. Class time hours will vary. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and/or in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) , the location of Augsburg’s learning site. Students must be prepared to drive to Minneapolis or Rochester for classes. If weather is inclement, Zoom technology is used. 77 Practica (for DNP courses) / Clinicals (for FNP courses) To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the DNP portion and 675 hours for the clinical portion. Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their master’s degree in nursing. 675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675 clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care. In a 15-week semester, practicum hours are computed as follows: ● ● ● 1 semester credit hour = 45 clock hours of practicum time per semester 2 semester credit hour = 90 clock hours of practicum time per semester 3 semester credit hour = 135 clock hours of practicum time per semester Required Practica hours = 360 which equals 8 credits Required Clinical hours=675 which equals 15 credits The total credits for practica and clinicals are equal to 23. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Clinical Skills Labs Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). Final DNP/FNP Project Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP Applicants to the Doctor of Nursing Practice FNP program must have: 78 ● ● ● ● ● ● ● ● ● ● ● ● An earned baccalaureate degree in nursing (BSN or BAN), or a master’s degree in nursing from an accredited institution and a nationally accredited nursing program. A minimum of three years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Applicants must submit an official transcript(s) from each institution where a degree was earned, as well as from the most recently attended institution, if not the same. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or DNP program. Three professional letters of recommendation. A 2-3 page professional essay responding to a posted question on the admission application. Documentation verifying the number of practice hours completed in an accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a master’s in nursing program.) A current Curriculum Vitae. Personal interview with Augsburg Nursing Faculty. Evidence of a completed undergraduate statistics course on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P). Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current at the time of publication and are subject to change. In addition to the requirements noted in the international student admissions section, applicants who have graduated from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international) See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is received, the student may be dismissed from the program. 79 Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street NW, Suite 750, Washington, DC 20001, 202-887-6791. Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the Health Commons at Cedar-Riverside. Michelle Higgins, DNP, APRN, FNP-C, Instructor. Jill Oswald, DNP, APRN, FNP-C, Instructor, Clinical Director of the DNP-FNP Program Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program. Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN program. Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs. Michelle Ullery, DNP, APRN, FNP-C, Instructor, Director of DNP-FNP Program Staff Colleen Hagerman, Nursing Programs Coordinator. Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data, recognize trends and take the appropriate action. The MBA program utilizes 7 different business simulations in order to enhance experiential learning and critical thinking. Toward the end of the program, Augsburg MBA students work on a consulting project for a business organization or social enterprise. Students are divided into groups of four or five and write strategic, business and marketing plans for the organization or entrepreneur. In the past 18 years, students have written plans and made recommendations for facility expansions, new product introductions, and new marketing programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. 80 The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical decision-making. The students write their own personal development plan focusing on their core strengths, core convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of the world through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. Our MBA graduates make a difference and are committed to diversity, equity and inclusion. We invite you to become part of a growing community of Augsburg MBA alumni. George Dierberger, Ed.D. Director, Master of Business Administration Program MBA Mission - “Prepare Students for Meaningful Work” Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions for their organization and the world. Accreditation The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP). Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from one another, mentor each other, and develop their own career development plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community, you’ll build personal, social, and academic abilities. MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. 81 Credit for Prior Learning Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials (with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Students with prior academic coursework that meets the following criteria may be waived from eligible core courses. ● Course(s) must be taken at an accredited institution. ● Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Academic Calendar The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student will have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), lodging, and travel in-country, as well as some meals. We have visited Germany, France, Poland, England, Ireland, Italy, Chile, Argentina and Brazil. Program Requirements The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction per week through a web-based electronic course management system. A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses. MBA Program Sequence Semester 1: MBA 592 - Leadership: Ethics, Vision and Transformation MBA 545 - Organizational Behavior Semester 2: MBA 540 - Business and Professional Ethics MBA 570 - Quantitative Decision-Making for Managers Semester 3: MBA 571 - Business Analytics MBA 520 - Accounting for Business Managers Semester 4: MBA 530 - Managerial Finance 82 MBA 510 - Applied Managerial Economics Semester 5: MBA 550 - Marketing Management MBA 595 - Strategic Management Semester 6: MBA 565 - Managing in a Global Environment MBA 580 - Management Consulting Project Concentration Course 1 Semester 7: Concentration Course 2 Electives Students are required to complete a concentration in either Finance, Leadership, Entrepreneurship, or Data Analytics. Data Analytics Concentration MBA 572 - Data Programming MBA 573 - Predictive Analytics Finance Concentration MBA 532 - Investment Theory and Portfolio Management MBA 535 - International Finance Leadership Concentration Any two MAL electives from the Master of Arts in Leadership program Entrepreneurship Concentration MBA 596 - Managing Innovation MBA 583 - Entrepreneurship: Execution, Planning & Strategy The entrepreneurship concentration teaches students how to perform the due diligence in developing and turning a business idea into reality by assessing the risks before product development. Our students learn how to collaborate and iterate in approaching the market opportunity and potential solution. Student Learning Experience Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation. SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project. MBA/ MA in Leadership Dual Degree Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details. For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Due to Covid-19, our classes have been held via synchronous video conferencing during the normal class hours. 83 Orientation for new cohorts is generally scheduled one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. MBA Graduate Certificates Each certificate program is designed to be finished in six months, taking one course at a time and with each course lasting 7-8 weeks. Admission to the certificate follows the normal MBA application process. Certificate programs are not eligible for federal student aid. Students wishing to pursue the full MBA degree after certificate completion must contact Graduate Admissions. Business Analytics Certificate The certificate program is another attractive option for people who want to develop their analytical business skills without undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in business analytics. The certificate courses are part of the MBA curriculum and would count toward the degree completion for the program. Required Courses ● ● ● ● MBA570 - Quantitative Decision-Making for Managers MBA571 - Business Analytics MBA572 - Data Programming MBA573 - Predictive Analytics Entrepreneurship Certificate The certificate program is another attractive option for people who want to develop their entrepreneurial business skills without undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in entrepreneurship. The certificate courses are part of the MBA curriculum and would count toward the degree completion for the program. Required Courses ● ● ● ● MBA550 - Marketing Management MBA595 - Strategic Management MBA583 - Entrepreneurship: Execution, Planning and Strategy MBA596 - Managing Innovation Finance Certificate The certificate program is another attractive option for people who want to develop their financial skills without undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in accounting and finance. The certificate courses are part of the MBA curriculum and would count toward the degree completion for the program. Required Courses ● ● ● ● MBA520 - Accounting for Business Managers MBA530 - Managerial Finance MBA532 - Investment Theory and Portfolio Management MBA535 - International Finance Admission to the Augsburg MBA Program Admission Requirements Applicants to the MBA program must have: 84 ● ● Bachelor’s degree from an accredited four-year institution or an appropriately certified foreign institution Minimum of two years of relevant work experience is preferred Admission checklist The following materials must be submitted to the Office of Admissions: ● ● ● ● ● ● Completed application—Apply online at www.augsburg.edu/mba Two personal statements Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Current résumé of work history Two confidential letters of recommendation preferred but not required MBA Math (optional for admission based on past experience; passing score required for the quantitative courses) Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and Policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete information on grading and evaluation, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar. 85 Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: ● ● ● Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting, economics, finance, statistics, and spreadsheets (unless waived by the MBA Director) Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program No more than two courses with a grade of B- MBA Faculty Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois. George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Cory Erickson, Instructor. BA, Ambassador University; MBA, Carlson School of Management, University of Minnesota. Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Phyllis Kapetanakis, Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Ibrahim Keita, Instructor. BS, Arizona State University; MA, Duke University; PhD, University of Minnesota. Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. 86 Master of Fine Arts in Creative Writing MFA Mission The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student writers, creating a close-knit community with fellow writers within and outside of the program. Students receive individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of creative writing. Program Overview The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong community of writers. Genres ● ● ● ● ● Creative Nonfiction Fiction Playwriting Poetry Screenwriting Concentrations ● ● Teaching Publishing Features ● ● ● ● ● Two-year program Annual summer residency Online classrooms One-on-one mentor work Student to mentor ratio of 5:1 Summer Residency Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising. The program includes three summer residencies. Fall and Spring Semesters Online The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the fourth. Cross-genre work is allowed and encouraged. Traditional Plan of Study Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a craft paper course, and a thesis course. 87 ● ● ● First Year o Summer Residency I (6 credits), held for ten days in the Twin Cities, includes a workshop in the student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency (Summer Term 2). o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared genre. o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail. Second Year o Summer Residency II (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2 credits) in which students complete a craft paper examining some aspect of writing. This work is conducted remotely, via computer, phone, and/or mail. o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2 credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or mail. Third Summer o Summer Residency III (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their thesis (students should prepare for this work during their second year). To earn credit for the residency, students must complete reading and writing assignments in the weeks before and after the residency. Optional Courses of Study ● Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students completing at least five mentored and reading semesters instead of the standard four. At least four of these semesters should be used to study the student’s declared genre. ● Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option has students completing at least five mentored and reading semesters, including three in the student’s primary declared genre and at least two in a different genre. ● Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for a single residency or semester of study — or longer. Students seeking this option should contact the program director, as the director’s approval is required. ● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside a traditional or extended/mixed genre course of study. The career concentration courses are also available as post-MFA studies. Career concentrations includes: o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining practical and theoretical pedagogy to better prepare students who intend to teach. Students work with accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory seminars during summer residencies. o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8 credits total) designed to introduce students to various aspects of the trade, including acquisition, editing, graphic design production, marketing and distribution. Each year, students work with experienced faculty to select and publish the winner of the Augsburg Howling Bird national competition. During the second semester, students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer residencies. 88 Course Listing ENL 531 - Residency in Creative Writing: Fiction ENL 532 - Residency in Creative Writing: Nonfiction ENL 533 - Residency in Creative Writing: Poetry ENL 534 - Residency in Creative Writing: Screenwriting ENL 535 - Residency in Creative Writing: Playwriting ENL 536 - Residency in Creative Writing: Multi-Genre ENL 541 - Mentorship and Critical and Creative Reading: Fiction ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction ENL 543 - Mentorship and Critical and Creative Reading: Poetry ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting ENL 545 - Mentorship and Critical and Creative Reading: Playwriting ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre ENL 547 - Craft Paper: Fiction ENL 548 - Craft Paper: Nonfiction ENL 549 - Craft Paper: Poetry ENL 550 - Craft Paper: Screenwriting ENL 551 - Craft Paper: Playwriting ENL 552 - Craft Paper: Multi-Genre ENL 553 - Thesis: Fiction ENL 554 - Thesis: Nonfiction ENL 555 - Thesis: Poetry ENL 556 - Thesis: Screenwriting ENL 557 - Thesis: Playwriting ENL 558 - Thesis: Multi-Genre ENL 559 - Thesis ENL 560 - Craft Paper ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre Concentration Courses: ENL 525 - Teaching Writing: Practice and Theory ENL 527 - Publishing I ENL 528 - Publishing II For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from an accredited college or university, or an appropriately certified foreign institution, with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include ● Completed online application ● One letter of recommendation preferred ● A personal essay 89 ● ● Applicants must submit an official transcript(s) from the institution granting the bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. A writing sample (page counts are meant to provide guidance but are not a requirement): o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script/playwriting format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper and thesis courses carry two credits each. To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. 90 MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at B or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions. Affiliation The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. Mentor Faculty James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of Nebraska, Lincoln. Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University. Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of Library & Information Science, San José State University, San José, CA. Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University. Michael Kleber-Diggs, MFA Mentor. JD, University of Minnesota. Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin. Sarah Myers, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas, Austin. Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction, Bennington College. TyLie Shider, MFA Mentor. BA, Delaware State University; MFA New York University. Lindsay Starck, Associate Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina, Chapel Hill. 91 Faculty Associates D.E. Green, Professor Emeritus, English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown University. Visiting Writers Fiction Lisa Van Orman Hanley, 2019 Ted Thompson, 2018 Kate Bernheimer, 2017 Jacob Appel, 2016 Helene Wecker, 2015 Pam Houston, 2014 Benjamin Percy, 2013, 2020 Creative Nonfiction John Medeiros, 2020 Tessa Fontaine, 2019 Kao Kalia Yang, 2018 Jean Harper, 2017 Greg Breining, 2016 Sue William Silverman, 2013 & 2015 Deborah Blum, 2014 Poetry Danez Smith, 2019 Katelynn Hibbard, 2018 Patricia Smith, 2017 Sean Hill, 2016 Marcie Vogel, 2015 Alex Lemon, 2014 Ed Bok Lee, 2013 Playwriting Stacey Rose, 2019 Andrew Rosendorf, 2018 Harrison Rivers, 2017 Christina Ham, 2016 Carson Kreitzer, 2015 Kristoffer Diaz, 2014 Screenwriting Rebecca Sonnenshine, 2019 Wenona Wilms, 2018 Remy Auberjonois & Kate Nowlin, 2017 Michael Starrbury, 2016 Ken Rance, 2015 Bill Wheeler, 2014 Christina Lazaridi, 2013 92 Administration Stephan Clark, Director Lindsay Starck, Associate Director 93 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, the MMT program offers unique learning opportunities that foster discovery and help students realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing, and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible, and possesses breadth and depth, designed to meet the changing needs of clients and demands in clinical practice. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The 36-credit program includes core music therapy courses designed to advance clinical practice and a wide selection of elective courses to tailor the development of clinical expertise. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 – Thesis or Final Project (2 credits) Music Therapy Electives– 12 credits MUS 550 - Music Psychotherapy (2 credits) MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery (2 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (3 credits) MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience) MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience) MUS 585 - Advanced Music Therapy Group Work (3 credits) MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits) Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by the academic advisor and program director. ● ● Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental, or mixed methods research. Manuscript for publication: A scholarly manuscript based on any type of research conducted or clinical case study. 94 ● Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 315 - Psychology, Culture, and Community in Music (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 374 - Music Therapy Practicum (1 credit) MUS 375 - Music Therapy Practicum (1 credit) BIO 103 - Human Anatomy & Physiology (4 credits) PSY 105 - Principles of Psychology (4 credits) PSY 203 - Lifespan Development (4 credits) PSY 262 - Abnormal Psychology (4 credits) In addition to all the graduate coursework, students must also complete the music therapy internship. MUS 546 - Clinical Music Therapy Internship (2 credits) The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT and Equivalency Plus), as well as the courses listed below. MUS 113 - Music Theory and Aural Skills I (4 credits) MUS 114 - Music Theory and Aural Skills II (4 credits) MUS 213 - Music Theory and Aural Skills III (4 credits) MUS 214 - Music Theory and Aural Skills IV (4 credits) MUP xxx Primary Lessons (minimum 4 semesters needed) MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed) MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) OR music history course from another genre MUS 232 History and Literature of Music, 1750 to Present (4 credits) OR music history course from another genre After completing the graduate coursework, students must also complete the music therapy internship. 180 practicum hours need to be completed prior to the internship. The internship will consist of 1,040 supervised clinical hours to fulfill the requirement. Additionally, proficiency exams on piano, voice, and guitar must be passed prior to starting an internship. MUS 546 - Clinical Music Therapy Internship (2 credits) Plan of Study There are three tracks in the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track (MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track (E+MMT). The third is for individuals that hold a bachelor’s degree that is not in music but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track (E++MMT). Thesis/Final Project As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards. The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding 95 course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also includes the defense of the thesis. Thesis/Final Project Requirements The term thesis is used for the research and document required for the master's degree in many departments and programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project follow the same process outlined below. While the thesis includes a research component, the final project maintains the rigor of a thesis project but does not include the formal research component. 1. Once the research topic has been chosen, the student must submit a project proposal: a written formal statement of the topic and plan of execution for the research. Your academic advisor will let the student know what form the proposal should take. 2. The composition of the committee that will supervise the project should be determined in collaboration with the student and academic advisor. The number of members needed on a project committee may vary depending on areas of expertise but should include a minimum of three (thesis advisor and two reviewers). The academic advisor will provide final approval of the review committee and thesis topic. 3. Students will provide a 25-30 minute oral presentation of their thesis with their academic advisor, program director, and all reviewers present. The academic advisor, program director, and reviewers will ask questions of the student and then deliberate and vote when the student has been excused. 4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that reviewers have required. When those have been received the final grade for the thesis will be submitted and the student will provide two bound copies of the thesis to the program director. MMT Program Comprehensive Review In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project but always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project and assesses the student's mastery of the several components of the degree course work. Students will demonstrate evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited to: ● ● ● ● ● ● ● ● ● Theoretical foundations Assessment and evaluation Music therapy methods and method-variations Sociocultural considerations Reflective and reflexive practice Ethical considerations Evidence-based practice Professional development Research methodologies Admission to MMT ● ● Online Application Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree, or an appropriately certified foreign institution, and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. 96 ● ● ● ● 2 letters of recommendation (can be submitted online through the application-please have your recommenders’ email addresses when you begin the application). Proof of Board Certification (if applicable) A music assessment (this can be taped or live) of ten to fifteen minutes of your primary instrument(s) and any additional instrument(s) the applicant is proficient in; music from any genre can be a part of the music assessment. Essay (submitted as part of the online application) - no longer than three pages. Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg University Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation The Master of Music Therapy program is accredited by the National Association of Schools of Music (NASM) and approved by the American Music Therapy Association (AMTA). Augsburg University is accredited by the Higher Learning Commission. MMT Faculty Debbie Bates, Ph.D., MT-BC, Instructor Juyoung Lee, Ph.D., MT-BC, RMT, Assistant Professor Lindsay Markworth, MMT, MT-BC, Instructor 97 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg PA program is to educate empathic, community-minded, and forward-thinking health care leaders to practice in primary care with a focus on underserved, underrepresented, and marginalized communities. The Augsburg PA program values team-based learning for team-based patient care through connection, inclusion, and innovation. Accreditation The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the Augsburg University Physician Assistant Program sponsored by Augsburg University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be 2029 June. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy. The program’s accreditation history can be viewed on the ARC-PA website at https://www.arc-pa.org/accreditation-history-augsburg-university/ Program Director (Dr. Vanessa Bester, phone 612-330-1660 and/or email besterva@augsburg.edu) Curriculum The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies. Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. In addition, the clinical practice seminar is a small-group, case-based course that offers the unique opportunity to integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that promote the development of practical skills through the use of simulated patients, technical skills workshops and labs. The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and a variety of practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine, internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers. A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN, locations in the 5 state area, and beyond. The Augsburg PA program includes time away from the program at varying times which may or may not differ from the traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program. PA Program Sample Calendar YEAR 1 Summer 98 PA 500 - Community Health and Evidence-Based Professional Practice 1 PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 510 - Community Health and Evidence-Based Professional Practice 2 PA 511 - History and Physical Exam Skills I PA 521 - Pharmacotherapy I PA 531 - Clinical Medicine I PA 546 - Clinical Practice Seminar I Spring PA 512 - History and Physical Exam Skills II PA 520 - Community Health and Evidence-Based Professional Practice 3 PA 522 - Pharmacotherapy II PA 532 - Clinical Medicine II PA 547 - Clinical Practice Seminar II YEAR 2 Summer PA 530 - Community Health and Evidence-Based Professional Practice 4 PA 533 - Clinical Medicine III PA 545 - Clinical Phase Transition Master’s Project course, one of the following*: PA 599 - Directed Study ML 577 - International Experience EDC541 - Introduction to Experiential Education Clinical Phase (12 Months) Fall (12 credits) Spring (12 credits) Summer (16 credits) PA 600-622 (4-6 credits) Over the course of the clinical year, every student is required to successfully complete 7 core clinical experiences* and additional electives or preceptorships that complement our primary care-focused curriculum. These include: ● Psychiatry and Behavioral Health* ● Emergency Medicine* ● Family Medicine* ● General Surgery* ● Internal Medicine* ● Pediatrics* ● Women’s Health* ● Electives/Preceptorships Examples: urgent care, primary care, cardiology, pulmonary, orthopedics, emergency medicine, critical care, surgery, transgender care, pediatrics, infectious diseases, internal medicine, dermatology PA 690 - Capstone Course (2 credits) - Required in the last semester of the program. For a complete list of courses and descriptions, see the Course Description Search. 99 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Qualified applicants will have: ● ● ● ● ● ● Bachelor’s degree (in any major) from an accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application Minimum science GPA of 3.0 as calculated by CASPA at the time of application Minimum of 2000 hours of paid clinical experience Completed the Augsburg University PA Program Supplemental Application Completed the prerequisite courses listed below with a B or higher Prerequisite Courses To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. The following six (6) prerequisite courses must be completed with grades of B or higher at an accredited two-year or four-year college or university (within the timeline specific to your degree status as defined below). ● ● ● ● ● ● One full course of psychology One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of statistics One course of medical terminology *Labs are recommended but not required. ● ● ● ● Online prerequisite courses from accredited institutions are also accepted. Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be completed by May 1 of the year of matriculation. The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of required prerequisite courses. GRE, PA-CAT and MCAT are not required for application to this program. Strongly Recommended Highly competitive applicants to the Augsburg PA Program will also have: ● ● ● ● Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We require at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry. Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider. Demonstration of a commitment to, and involvement with, underserved communities PA Program Application Process The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the Augsburg University PA Program supplemental application. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms 100 with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted by August 1. Selection Process The Augsburg PA Program is a mission driven program that recruits caring individuals who are dedicated to providing and increasing access to competent health care. The Admissions Committee uses a holistic proccess and looks for a balanced application by reviewing key criteria such as a bachelor’s degree, cumulative GPA, science GPA, prerequisite courses, essays and direct patient care experience. Applicants are reviewed holistically for their service to underserved populations, knowledge of the profession, leadership activities, compassion and respect for others, ethics and integrity, personal and professional development, and letters of recommendation. We give preference to applicants who demonstrate a strong match to our mission and who meet any of the following characteristics: ● ● ● ● ● Minnesota residents Augsburg graduates (those who have completed an undergraduate degree) Re-applicants who have improved their science GPA (improved by at least 0.2 after meeting the minimum requirement of 3.0) and/or patient care experience (accrued at least 2000 hours of direct patient care at time of re-application) Military experience (honorably discharged veterans and active military) HRSA economic indicators from CASPA application: ● I am the first generation in my family to attend college (neither my mother nor my father attended college) ● I am from a family that lives in an area that is designated as a Health Professional Shortage Area, or a Medically Underserved Area (https://data.hrsa.gov/tools/shortage-area/hpsa-find). ● Your parent’s family income falls within the table’s guidelines and you are considered to have met the criteria for economically disadvantaged (https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html) Interviews (September-November) As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted from September-November. Candidates are invited to campus to meet program faculty, staff, current students, and to tour the facilities. The interviews focus on an applicant’s professionalism, communication skills, knowledge of and dedication to the Augsburg PA mission, patient care experiences, teamwork skills, and questions asked by the applicant. As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months of October and May. A list of alternates will be selected to fill seats that accepted candidates may not claim. Academic Policies To access additional information pertaining to program policies, please reference the current student handbook found on the PA program website. Technical Standards Technical Standards are defined as the nonacademic requirements for participation in an educational program or activity. They include physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the curriculum and for entry into the profession. All candidates and students for a master of physician assistant studies degree offered by the PA Program at Augsburg University must have, with or without reasonable accommodation, multiple abilities and skills including: Physical Technical Standards ● Functional use of the senses of vision, hearing, and equilibrium. 101 ● ● ● ● ● ● ● Exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and vibratory) senses Perception/observation of demonstrations, exercises, and patients accurately at a distance and close at hand. Communicate (in English) effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team, other professionals, patients and their families, including verbal, non-verbal, written and typed communication. Dissect cadavers and examine gross specimens in gross anatomy and pathology laboratories Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a sphygmomanometer Possess gross and fine motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic diagnostic procedures Execute motor movements reasonably required to provide basic medical care, such as airway management, placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, pelvic examination, genital examination, digital rectal examination, simple obstetric maneuvers, and extended standing and retraction in a sterile surgical environment and gown while actively assisting the surgical team for prolonged periods of time. Cognitive Technical Standards Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex information presented in formal lectures, small group discussions, medical literature, individual teaching settings, and in clinical patient care settings. Students must be able to demonstrate higher-level cognitive abilities, which include: ● ● ● ● ● ● be able to independently access and interpret medical histories or files identify significant findings from history, physical examination, and laboratory data provide a reasoned explanation for likely diagnoses and prescribed medications and therapy recall and retain information in an efficient and timely manner and be able to see the relationship between this retained information and its application in clinical practice calculate, reason, analyze, and synthesize incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans Behavioral and Social Technical Standards ● Demonstrate the emotional health, maturity and compassion required of a healthcare provider. ● Possess the ability to use their intellectual capacity, exercise good judgment, and promptly complete responsibilities attendant to the diagnosis under potentially stressful circumstances, emergency situations, and extended hours ● Develop empathic, sensitive, and effective relationships with patients ● Adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine ● Respond to supervision appropriately and act within the scope of practice, when indicated ● Possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic backgrounds, and all belief systems. ● Take responsibility for themselves and their behaviors ● Positively represent the Augsburg University PA Program and the PA Profession All PA students must meet the minimum technical standards at all times to successfully progress through the program. Inability to meet any of these requirements at any stage in the program will result in a formal review process with the student progression review committee (PRC) to support the student and identify reasonable accommodations. It is the responsibility of the student to notify the PA Program Student Progression Committee, in writing, of any changes in ability to meet minimum technical standards. A stated intention to only practice in a narrow field of medicine does not alter the requirement that all students take and achieve full competence across the entire curriculum. 102 Documentation of a Disability The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet the published technical standards. All Augsburg students have been accepted by the college based on their ability to succeed academically and are required to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or have another disability, the CLASS office can provide you with reasonable accommodations and support. Disability Specialists provide: ● ● ● ● ● Determination of appropriate accommodations Individual support Instruction in learning strategies Help with time management and organizational skills Assistance with course selection Accommodations may include: ● ● ● ● ● ● Alternative testing (extended time, limited distraction) Assistive technology Alternative format textbooks and course materials Note taking support Housing accommodations Classroom accommodations Some Examples of Disabilities ● ● ● ● ● ● ● ● ● ● Attention-Deficit/Hyperactivity Disorder (ADHD/ADD) Learning Disabilities Psychiatric Disabilities Autism Spectrum Disorders Head Injury/Traumatic Brain Injury Physical Disabilities and Systemic Illnesses Deafness/Hearing Impairment Blindness/Low Vision Disabilities that are sporadic or degenerative in nature Temporary conditions Accessing accommodations is an ongoing and interactive process where information can be gathered from the student and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We prefer students to present any documentation that describes their disability and the impact on educational experiences directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on an individual basis. The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 330-1053. 103 Advanced Placement and Experiential Learning Policy The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical phase. Employment while in the Program We strongly discourage outside employment while enrolled in the Physician Assistant Program. Faculty does recognize that employment may be an issue that some students will face. However, program obligations and academic expectations will not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with the physician assistant students' learning progress or responsibilities while in the program. Outside employment is never considered an excused absence. Employment will not be accepted as an excuse for academic failures. or assignments not completed on time. Withdrawal Policy A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the University. Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies. Please review official withdrawal deadlines on the registrar website for questions on tuition refunds. Readmission Policy Re-admission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental Application. Additionally, at the time of application, the applicant must submit a letter reflecting upon and outlining the reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer advanced placement to any student. To read about the PA program’s Leave of Absence, Deceleration, and Parental Leave policies, please refer to the current student handbook found on the PA program website. For the full readmission policy and reapplication process, please contact the program. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial. PA Program Faculty Vanessa Bester, EdD, MPAS, PA-C, Program Director, Assistant Professor. Michael Butler, MPAS, PA-C, Clinical Assistant Professor 104 Rachel Elbing, MPH, PA-C, Clinical Assistant Professor Miranda LaCroix, MSPAS, PA-C, Adjunct Instructor Ryane Lester, MPAS, PA-C, Instructor. Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor. Caroline Rowe, PhD, Instructor. Danielle Skoglund, MPAS, PA-C, Clinical Coordinator. Eric Van Hecke, MPAS, PA-C, Instructor. James Young, MD, Medical Director. 105 Master of Social Work The social work profession offers the rewarding prospect of joining with others to respond to social problems and develop opportunities that benefit individuals, families, groups, and communities. Social workers are foundational in many social systems including health care, education, non-profits, government entities, and others. The MSW degree prepares you for advanced-level professional practice in the field of social work, including all levels of social work licensure. Augsburg’s MSW program prepares you for advanced social work practice dedicated to system change that reduces oppression and discrimination. MSW students value our small class sizes, the cohort structure, and the opportunity to build meaningful relationships with each other and our faculty and staff. As a small hybrid program that meets online and on campus, we have high expectations for our students and simultaneously offer flexibility to help each student meet their individual goals. Attending Augsburg University will transform and develop your professional life in unexpected ways. The MSW program has two specializations. The first, Multicultural Clinical Practice (MCCP), prepares students for clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), prepares students for macro social work practice with organizations, communities, and other large systems. Both programs focus on individual development of the social work practitioner and the multitude of social identities that shape our cultural and institutional systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. MSW Mission We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work practice that promotes intersectional racial and social justice in a diverse and global society. Program Overview The MSW program prepares social work students for professional practice in public and nonprofit settings. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: ● ● ● ● ● ● ● ● Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog. 106 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as generalist students. Full-time generalist students are enrolled in a two year program. Part-time generalist students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program. All students must complete the MSW degree within 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Courses in the MSW program are hybrid. Each class meets live on campus for 50% of the classes and asynchronously online for 50% of the classes. Classes meet on campus in 2-4 hour blocks on Friday evenings, 6 to 9:45 pm; Saturday mornings, 8:15 am to 12 pm; and Saturday afternoons, 1:00 to 4:45 pm. Each class meets on campus for eight sessions in a fall and spring semester and for four sessions on campus in a summer term (May-August), with the expectation that students engage in hybrid online learning activities between on-campus class weekends. Time Commitment Hybrid programs are a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 11 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a competency based learning portfolio, which is reflective of their learning in an accredited master’s of social work program. Credit and Contact Hours MSW courses range from two to four semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (generalist or advanced standing), rate of attendance (full-time or part-time), and chosen specialization (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Generalist students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for generalist students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both generalist and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the integrative field seminars as well as other MSW courses. 107 MSW Curriculum Components Foundation Curriculum In the generalist first year courses and field practicum, students are introduced to social work as a profession. Students learn both historical foundations and contemporary theories and practice methods relating to both the individual and the social environment. During the generalist year, students study human behavior and the social environment, history of social welfare policy, research methods, assessment and intervention methods, diversity, and social work values and ethics. In the generalist curriculum students apply knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full generalist curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the specialization curriculum, all generalist coursework and field hours must be successfully completed. Specialization Curriculum After completing the generalist requirements, students enroll in the specialization curriculum that they selected at the time of their application to the program. Students also complete an advanced field practicum. Augsburg offers two specializations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either specialization, students deepen their knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the specialization curriculum, students apply this advanced knowledge of theories and practice methods in the specialization field practicum. The field practicum is relevant to their chosen specialization and is completed concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Specialization Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment and anti-oppressive approaches as organizing perspectives, multicultural clinical social work practice addresses the biopsychosocial and spiritual well-being of individuals, families, and groups. To this end, graduates of the MCCP specialization develop competence in using relationship-based, culturally informed, anti-oppressive, and theoretically grounded interventions with persons facing challenges with their emotional, behavioral, and mental health. Multicultural Macro Practice (MCMP) Specialization The Multicultural Macro Practice specialization prepares social workers to develop leadership skills to work across system sizes, with a broad range of problems, while grounded in anti-oppressive and anti-racist social work practices. Social workers who specialize in macro practice have a wide range of settings in which they practice their skills. Leadership, research and evaluation, community organizing, policy practice, program design and development are just some of the areas in which macro social workers find themselves. Building on the rich diversity inherent in the various practice settings, multicultural macro practice social workers use their understanding of anti-oppressive systemic practices to guide their work. Settings include government agencies, nonprofit organizations, policy settings, and community development programs. Portfolio Project ● The goal of the Competency Based Learning Portfolio is to enhance the reflective assessment practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, 108 writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Degree requirements To be conferred the MSW degree, students must achieve the following: ● ● ● ● ● ● Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses Maintain a cumulative GPA of 3.00 or higher Successful completion of 920 hours of approved field practica for generalist students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW, there are additional requirements for 360 clinical clock hours in six specific categories. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Generalist Courses FALL SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis SWK 506 - Practice Methods and Skills 2: Groups and Families* SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (generalist students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies* Advanced Standing Student Generalist Courses SUMMER SWK 510 - Advanced Practice Methods 109 SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis *Course potentially can be waived for advanced standing students (BSW holders). Specialization Courses Multicultural Clinical Practice (MCCP) Specialization: FALL SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1 SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals SWK 629 - Multicultural Clinical Practice (MCCP) with Families SPRING SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2 SWK 630 - Multicultural Policy Practice SWK 631 - Multicultural Clinical Practice (MCCP) with Groups SUMMER 1 SWK 634 - Multicultural Clinical Practice (MCCP) Supervision SWK 639 - Multicultural Clinical Practice (MCCP) Elective SWK 640 - Multicultural Clinical Practice (MCCP) Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Specialization: FALL SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1 SWK 660 - Multicultural Macro Practice (MCMP) Research Methods SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2 SWK 668 - Organizations/Social Administrative Practice 2 SWK 630 - Multicultural Policy Practice SUMMER SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 - Multicultural Macro Practice (MCMP) Planning SWK 699 General Elective Students complete at least one general elective course. Field Practicum Social work education goes beyond the classroom. Through the field practicum, students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: 110 ● ● ● ● ● ● ● Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP) settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse human identities Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, generalist students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the generalist and specialization practica are spread over two semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The field education of the MSW program is divided into two components: Generalist Practicum ● The generalist practicum puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the generalist level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Specialization Practicum ● The specialization practicum places emphasis on advanced practice skills and leadership qualities related to the chosen specialization. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Field Practicum Settings and Field Practicum Identification The field matching process begins the spring before classes start in collaboration with other Twin Cities MSW programs. Students attend a field orientation and a practicum interviewing event with a large number of agencies and potential field instructors. Practicum matching involves interviews at the approved practicum sites, arranged by the student, and a matching process conducted collaboratively by the field directors of the participating MSW programs in the Twin Cities. Students are notified of the agencies they are matched with a few weeks later. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially-sound organizations to serve diverse communities. Purpose Many social service agencies today require that leadership combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality social services with the knowledge and skills of administrative leadership. Specialization The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) specialization. In this specialization, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree. 111 Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. Year 3 (12–16 months) MBA courses meet on weeknights. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum ● Generalist or advanced standing coursework ● Either 920 hours (generalist) or 500 hours (advanced standing) MSW field practicum experience ● Complete a minimum of ten MBA courses after completion of the MSW degree. ● For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their specialization year. The GMAT is waived for MSW/MBA dual degree applicants. However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA program. Admission to one program does not guarantee admission to the other. MSW/LADC License The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling credential while studying in the MSW program. Purpose The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance use issues and/or co-occurring disorders. Additionally, offering this credential expands the capabilities and qualifications of our MSW graduates to pursue careers. Adding the LADC requirements and certification to the regular plan of study in the MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice of alcohol and drug counseling once they are licensed (as per Minnesota state law) in addition to their ability to conduct diagnostic assessments, and individual, family and group treatment. Plan of Study The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical Practice) specialization. In addition, there are four courses and one additional fieldwork experience required. The four additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699, General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field practicum hours required in addition to the 500 required for MSW specialization field practicum for a total of 880 hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880 field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN Board of Behavioral Health and Therapy. Admission to MSW The Augsburg University MSW program welcomes a wide range of human diversity amongst its student population. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. 112 Admission Requirements ● Bachelor’s degree from an accredited college or university or an appropriately certified foreign institution ● Cumulative undergraduate GPA of 3.0 or higher ● Liberal arts coursework in the social sciences, humanities, and natural sciences Application Checklist The priority application deadline is January 15 each year for matriculation in the following academic year.. For more information go to www.augsburg.edu/msw or call 612-330-1101. ● ● ● ● ● ● Completed application form Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The program director may ask for additional transcripts if determined to be necessary. Two recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B- or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their MSW degree from Augsburg University. We do not grant academic credit for work or life experience. Admission with Advanced Standing Applicants who have earned a bachelor's degree in social work from a program that is accredited by the Council on Social Work Education (CSWE) are eligible for Advanced Standing status. Students with Advanced Standing status are waived a maximum of six MSW courses and the Generalist Field Internship. Advanced Standing students will be able to complete the MSW in a 12-month, full-time format. Academic Policies Academic Achievement Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the student may be dismissed from the program. Students are retained in the program who can: ● ● Maintain expected grade point average (3.00 or higher) Complete course requirements of the program and field placement in a timely manner 113 ● ● Complete the program within four years Abide by the MSW Student Handbook and the NASW Code of Ethics Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in the MSW Student Handbook Evaluation of Student Field Performance The criteria for evaluating field performance is based on the Council on Social Work Education competencies and can be found in the MSW Field Manual, which is located on the MSW Program Internship Placement Tracking website and on the MSW Resource Board on Moodle. Four-Year Limit All students are able to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All generalist courses are prerequisite to the specialization courses. Students may not enroll in the specialization courses until successfully completing all generalist courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook. Program Costs In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field practicum. There may also be additional fees associated with short-term study abroad electives. Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500. ● ● ● ● ● ● ● Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemnig Memorial Scholarship Blanca Rosa Egas Memorial Scholarship MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. 114 The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. MSW Faculty Ankita Deka, Associate Professor of Social Work, MSW Program Director. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Professor of Social Work, Department Chair. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Alex Fink, Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota. Melissa Hensley, Associate Professor of Social Work, BSW Program Director. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Kao Nou Moua, Assistant Professor of Social Work, BSW Field Director, BA, MSW, University of Montana; PhD, University of Minnesota. Erin Sugrue, Assistant Professor of Social Work. BA, Grinnell College; MSW, MPP, PhD, University of Minnesota. Christopher Thyberg, BASW, Calvin University; MSW, PhD, University of Pittsburgh. Special Appointments Susan Carlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of Wisconsin. Genevieve Sabala, Visiting Professor. MSW Field Director, BA, Egerton University; MSW, MPA, Grand Valley State University; PhD (ABD) Nova Southeastern University Richard Spratt, Visiting Professor. BSW, Augsburg University; MSW University of Minnesota. Social Work Department Staff Carson Backhus, MSW Program Coordinator Doran Edwards, BSW Program Assistant Director Lydia Madden, Social Work Department Coordinator & MSW Field Assistant 115 Graduate Certificate in Health Equity and Racial Justice in Healthcare This course credit-seeking certificate program is designed to create awareness for health, equity, and racial justice in health, healthcare systems, and communities. This certificate targets current graduate students and alumni in healthcare-focused disciplines at Augsburg University who desire a graduate certificate in Health Equity and Racial Justice in Healthcare, offering a flexible time to completion. The certificate courses are part of distinct graduate departments with Augsburg: Nursing, Physician Assistant, Leadership, Social Work, and Business. The Doctor of Psychology program is a part of the collaborative and plans to be active in participation for the 2024-2025 academic year. Certificate Learning Outcomes: 1. Integrate the social determinants of health into the context of professional practice and interdisciplinary collaboration. 2. Explore hegemonic norms, privilege, and bias in health care practices as structural barriers and systems of oppression are explored. 3. Demonstrate principles of transformative action through advocacy, praxis, and speaking truth to power. Certificate Requirements ● ● ● NUR 541: Politics of Healthcare One of NUR 541P or NUR715 ○ NUR 541P: Practicum: Politics of Healthcare ○ NUR 715: Practicum: Dismantling White Supremacy Culture Two additional courses, with one being from the student’s primary graduate program and one from a different program. Nursing students must take both courses outside of the main program. These two classes are chosen from the following: ○ MBA 540: Business and Professional Ethics ○ ML 560: Cultural Competence and Effective Leadership ○ ML 599: Topics: Collaborative Leadership ○ SWK 509: Human Behavior: Mental Health Assessment and Diagnosis ○ SWK 630: Multicultural Policy Practice ○ PA 500/510/520/530: Community Health and Evidence-Based Professional Practice (must take 3 out of 4; PA students only) Program Costs The certificate program is intended for current Augsburg graduate students or alumni of the participating programs. Tuition for certificate program courses will be based on a student’s main graduate program classification. Graduate certificate programs are not financial aid-eligible. If a current degree-seeking student is pursuing the certificate alongside their regular graduate studies, courses required only for the certificate will not be factored into the financial aid eligibility for a semester. Admission The normal graduate application process is used for students who wish to pursue the certificate program. 116 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Sylvia Bartley, PhD Cyrus Batheja ‘08, ‘11 MBA, EdD Cheryl T. Chatman, EdD Karim El-Hibri ‘06 Ellen Ewald Nicholas C. Gangestad ’86, MBA James Hereford Pahoua Yang Hoffman Kenneth Holmen ‘74, MD Veena Iyer, JD Diane L. Jacobson, PhD Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Ethelind Kaba Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Michael C. Maxey Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 117
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